LC 

GOOl 



FIFTEENTH 
ANNIVERSARY 

1891 1900 





Glass 


LC 


6001 


Book. 


> 


^^ 


PRESKNTEd BY 








OCTOBER 16th 
1891-1906 



INTERNATIONAL 
CORRESPONDENCE SCHOOLS 

Internationa] Textbook Company, Proprietors 
SCRANTON, PA. 



^n 

^ K 



A 






Copyright, 1907, by 

International Textbook Company 

All rights reserved 



Gift 
Author 




PREFACE 

HEN the Fifteenth Anniversary Exercises of the Inter- 
national Correspondence Schools, described in this 
book, were first proposed, it was not intended to invite 
any one to take part in them but officers, employes, 
and students. The suggestion was made, however, that this 
would be an opportunity to explain the methods of correspond- 
ence instruction, as conducted by us, to educators, engineers, 
manufacturers, members of the press, and others who might 
be interested, and it was decided to invite as many of these classes 
as could conveniently be entertained. 

A large number of those invited could not attend, and, in 
order that they might have the information about the Inter- 
national Correspondence Schools' methods in textbook prepara- 
tion, in teaching by mail, and in securing the use of their Courses 
of instruction by the public, it has been determined to publish the 
proceedings and send a copy to each of the persons invited who 
could not be present. That is the reason for this publication. 



CONTENTS 



Title Page 1 

Preface 3 

Contents 4-5 

I. C. S. Administration Buildings 6 

International Textbook Company and Subordinate Companies 7 

I. C. S. Instruction Building and Printery 8 

Directors of the International Textbook Company 9 

Photographs of Directors 1 1-19 

Officers of the International Textbook Company 20 

Department Managers of the International Textbook Company 21 

Faculty Officers, International Correspondence Schools 22-23 

Superintendents of the Soliciting Organization 24 

Anniversary Guests 25-36 

Anniversary Committees 37-39 

Science Instructing Industry 40 

Fifteenth Anniversary Exercises 41 

Officials on Lyceum Theater Stage 42 

Program of Anniversary Exercises 43 

Rev. George Clarke Peck, D. D 44 

Grand Prize, Louisiana Purchase Exposition 46 

Chairman Connell's Opening Remarks 47 

Hon. J. Benjamin Dimmick 48 

"Address of Welcome" 49-51 

By Hon. J. Benjamin Dimmick 

Governor Samuel W. Pennypacker 52 

"Education in the Commonwealth of Pennsylvania" 53-54 

Address by Hon. Samuel W. Pennypacker, Governor of Pennsylvania. 

"The International Correspondence Schools" 55-72 

Address by President Thomas J. Foster 

Hon. Charles Emory Smith 73 

"Educational Influence of the Press " 74-77 

Address by Hon. Charles Emory Smith 

Dean John Jesse Clark, M. E 78 

"I. C. S. Textbooks" 79-87 

Address by Dean John Jesse Clark, M. E. 

William B. Ridenour, A. M 88 

"I. C. S. Method of Teaching" 89-98 

Address by WilHam B. Ridenour, A. M., Principal School of Pedagogy 



Reception and Exhibit 99-100 

Anniversary Banquet 101 

Menu 102 

Guests at Speakers' Table 103 

Rev. Joseph H. Odell 104 

Blessing by Rev. Joseph H. Odell. 105 

Letters Read at Banquet 

Thomas A. Edison 106 

Rossiter W. Raymond, Ph. D. , LL. D 107-1 1 1 

Chairman Connell's Remarks 112 

Postprandial Addresses 113 

Homer Greene, Litt. D 114 

Toastmaster Greene's Remarks 115-118 

Gold Medal, Louisiana Purchase Exposition 119 

Dean WilHam Kent, A. M., M. E 120 

"Technical Education" 121-125 

Address by Dean William Kent, A. M., M. E., of Syracuse University 

Elbert Hubbard 126 

"The Study Habit" 127-133 

Address by Elbert Hubbard 

Nathan C. Schaeflfer, D. D., LL. D 134 

"The Public Schools" 135-138 

Address by State Superintendent of Public Instruction, Nathan C. Schaeffer, D. D. 
LL. D. 

John Mitchell 139 

"Education: The Wage Earner's Opportunity" 140-141 

Address by John Mitchell, President of the United Mine Workers of America 

Hon. H. M. Edwards 142 

"The I. C. S. at Home" 143-144 

Address by Hon. H. M. Edwards, President Judge of Lackawanna County Court 

Col. Charles W. Lamed, U. S. A 145 

"Constructive Education" 146-149 

Address by Col. Charles W. Lamed, U. S. A., of United States Military Academy, 
West Point 

Rt. Rev. Ethelbert Talbot 150 

"Education and Moral Reform" 151-153 

Address by Rt. Rev. Ethelbert Talbot, D. D., LL. D., Bishop of Central Pennsylvania 

■'Good Night" 154-155 

Closing Address by President Thomas J. Foster 




ADMINISTRATION BUILDING 



— -^ 

INTERNATIONAL TEXTBOOK 
COMPANY 

Proprietors of 

INTERNATIONAL 
CORRESPONDENCE SCHOOLS 

AND 

TECHNICAL 
SUPPLY COMPANY 



Publishers of 

MINES AND MINERALS 



\)Cr 



DIRECTORS 

OF THE 

INTERNATIONAL TEXTBOOK COMPANY 



WILLIAM L. CONNELL, Scranton, Pa. 

RUFUS J. FOSTER, Scranton, Pa, 

THOMAS J. FOSTER, Scranton, Pa. 

JACOB K. GRIFFITH, A. C, Latrobe, Pa. 

CYRUS D. JONES, Scranton, Pa. 

THOMAS E. JONES, Scranton, Pa. 

ELMER H. LA WALL, C. E., E. M., Wilkes-Barre, Pa. 

FRANK T. PATTERSON 

2000 St. James Place, Philadelphia, Pa. 

CLARENCE D. SIMPSON, Scranton, Pa. 



THOMAS J. FOSTER 

PRESIDENT AND FOUNDER 

INTERNATIONAL TEXTBOOK COMPANY 
SCRANTON, PA. 



10 




^^/^ 






WILLIAM L. CONNELL 




RUFUS J. FOSTER 




JACOB K. GRIFFITH, A. C. 




CYRUS D. JONES 




THOMAS E. JONES 




ELMER H. LAWALL, C.E., EM. 




FRANK T. PATTERSON 




CLARENCE D. SIMPSON 



OFFICERS 

OF THE 

INTERNATIONAL TEXTBOOK COMPANY 



President 
THOMAS J. FOSTER 

Vice-President 
RUFUS J. FOSTER 

Treasurer 
ELMER H. LA WALL, C. E., E. M. 

Secretary 
STANLEY P. ALLEN 

Controller 
MADISON F. LARKIN 

Executive Committee 

THOMAS J. FOSTER, Chairman 

WILLIAM L. CONNELL THOMAS E. JONES 

JACOB K. GRIFFITH, A. C. 



Vice-President, Eastern Department 
J. H. REICHERT 

Scr anion, Fa. 

Vice-President, Central Department 
W. P. MAYER 

7th Floor Graphic Arts Bldg., Chicago, III. 

Vice-President, Western Department 
J. W. HENDERSON 

S904 Telegraph Ave., Oakland, Cal. 

General Manager, Railway Sales Department 
W. N. MITCHELL 

4th Floor Railway Exchange, Chicago. III. 



20 



DEPARTMENT MANAGERS 



Extension 
E. A. SEITZ 

Legal 
DAVID C. HARRINGTON, Attorney 

Mail Sales 
FRANK W. WILSON 

Language Sales 
J. FOSTER DAVIS 

Library Sales 
JOHN D. JONES 

Collection 
DAVID COTTLE 

Correspondence and Students' Records 
H. S. ROBINSON, PH. B 

Advertising 
J. H. FOSTER 

Students' Aid 
T. H. MAGINNISS, JR. 

Printing 
CHARLES GAMEWELL 

Illustrating 
C. J. HAYES 

Field Statistics and Expenses 
W. P. WEICHEL 



Editor "Mines and Minerals" 
H. H. STOEK, B. S., E. M. 

Editor "/. C. S. Messenger" 
G. H. FISHER, B. A. 

Editor ' ' A mbition ' ' 
HARRY L. TYLER 



Technical Supply Company 
W. P. CHRISTOPHER, Manager 



21 



FACULTY OFFICERS 



Dean 



JOHN JESSE CLARK, M. E. 

Lehigh University 

Director of Instruction 
JOHN LOWREY MARTIN, C. E. 

Rensselaer Polytechnic Institute 

PRINCIPALS OF SCHOOLS 



A dvertising 
WILL ROGERS PARKER, S. B. 

Mass. Institute of Technology 

Architecture 
WILLIAM SCOTT-COLLINS 

Arts and Crafts 
LOUIS ALLEN OSBORNE 

Chemistry 

GEORGE HERMANN DIMPFEL, Ph. D. 

University of Leipsic 

Civil Engineering 
ANTONIO LLANO, C. E. 
Rensselaer Polytechnic Institute 

Civil Service 
WILLIAM D. KOCHERSPERGER 

United States Naval Academy 

Commerce 
NELSON HINDLEY PROUTY 

Drawing 
LARS HARALD KJELLSTEDT, C. I. 

Government Technical School, Boras, Sweden 

Electrical Engineering 

FRANCIS H. DOANE, A. M. B. 

Tufts College 

Electrotherapeutics 

WILLIAM F. BRADY, M. D., Dean 

Jefferson Medical College 

JOHN C. PRICE, M. D. 

University of Pennsylvania 

Professor of Electrotherapeutics and Roentgen 

Rays 



English Branches 

CARRIE W. FAUST, M. of E. 

State Normal School, Bloomsburg, Pa. 

French 
EDOUARD LAMAZE, B. S., C. A. P- 

University of France 

Germ-an 
WILLIAM ANTON SIEBER, Ph. D. 

University of Vienna, Northwestern University 

Law 
SOLOMON FOSTER, Esq. 

Lettering and Sign Painting 
CHARLES JAMES ALLEN 

Locomotive Running 

JAMES FRANCIS COSGROVE 

University of Wisconsin 

Mathematics and Mechanics 
MOUNT D. GRAVATT, M. Sc. 
Rutgers College 

Mechanical Engineering 

A. BOWMAN CLEMENS, M. E. 

Cornell University 

Mines 

Coal Mining Division 
JAMES THOM BEARD, C. E., E. M. 

Columbia University 

Metal Mining Division 

EUGENE BENJAMIN WILSON, C. E. 

Yale University 



22 



FACULTY OFFICERS 

Continued 



Navigation 

ERNEST K. RODEN 

Government College of Naval Science, Sweden 

Pedagogy 
WILLIAM B. RIDENOUR, A. M. 

Bucknell University 

Plumbing, Heating, and Ventilation 

THOMAS N. THOMSON 

Heriot-Watt College, Edinburgh 

Shop and Foundry Practice 

A. BOWMAN CLEMENS, M. E. 

Cornell University 

Spanish 

CARLOS DIAZ. Ph. D. 

University of Caracas, Venezuela 



Steam and Marine Engineering 

JOHN ALEXANDER GRENING 
Stacdtischc Fortbildungs- Anstalt , Berlin 

Structural Engineering 

JOHN M. MARIS, B. S., M. E. 

University of Pennsylvania 

Telephone and Telegraph 

Engineering 

HENRY STORRS WEBB, M. S. 

Mass. Institute of Technology 

Textiles 

CHRISTOPHER PARKINSON BROOKS 

Society of Arts, London, England 

Window Trimming and Mercantile 

Decoration 

EDWARD N. GOLDSMAN 



ASSISTANT PRINCIPALS 



Architecture 
GEORGE W. MILNES. Civil Engineer 

Arts and Crafts 

E. LEONARD KOLLER 

Pennsylvania College, and Drexcl Institute, 

Philadelphia 

Commerce 
THOMAS F. McHALE 
State Normal School, Mansfield, Pa. 

Drawing 

EMIL A. MOODY 

Government Technical School, Boras, Sweden 

Electrical Engineering 

SAMUEL A. FLETCHER, S. B. 

Massachusetts Institute of Technology 

English Branches 
CLARA BUSHNELL 

French 
ALFRED COURTIN 
University of France 

Locomotive Running 
W. R. JOHNSON 



Mathematics and Mechanics 

ANNA E. BRECK 

McGill Normal School. Montreal. Canada 

Mathematics and Mechanics 

P. W. DURKEE, B. A. and B. Sc. 

Acadia College, and McGill University 

Mechanical Engineering 

RUFUS TRACY STROHM, M. E. 

Pennsylvania State College 

Plumbing, Heating, and 

Ventilation 

LUIN H. HALL 

Shop and Foundry Practice 
FRANK W. BRADY, M. E. 

Purdue University 

Steam and Marine Engineering 

CHARLES J. MASON 

Technological Institute, University of Halifax 

Textiles 

CHAUNCEY JACKSON BRICKETT 

Lowell Textile School 



23 



SUPERINTENDENTS 



SOLICITING ORGANIZATION 



E. A. BOYER 

Milwaukee, Wis. 

W. S. BRODERICK 

Denver, Colo. 

H. W. BUSH 

Camden, N. J. 

GEORGE CARRUTHERS 

Toronto, Ont., Can. 

H. H. COFFMAN 

St. Louis, Mo. 

J. H. COOK 

Seattle, Wash. 

J. o. cox 

Cincinnati, Ohio 

W. A. DERHAM 

Oakland, Cal. 

JAMES S. DRAKE 

Hartford, Conn. 

W. J, ESPEY 

New York, N. Y. 

C. p. HAGENLOCHER 

Philadelphia, Pa. 

S. D. HANLEY 

Dallas, Tex. 

A. E. HIGBEE 

Detroit. Mich. 

H. S, HOOVER 

Chicago, III. 

W. R. HOUSER 

Harrisburg, Pa. 

GEORGE KRAMER 

Pittsburg, Pa. 

C. E. LAWRENCE 

Syracuse, N. Y . 



W. H. LEWIS 

Scranton, Pa. 

GEO. P. G. MANN 

Montreal, Que., Can. 

M. T. MILLER 

St. Joseph, Mo. 

W. H. NEELY 

Williamsport, Pa. 

R. N. O'HARA 

New Orleans, La. 

F. J O'MEARA 

Minneapolis, Minn. 

S. L. OWEN 

Newark, N. J. 

A. R. ROBINSON 

Indianapolis, Ind. 

R. G. SCHROETER 

Los Angeles, Cal. 

R. B. SEIVER 

Boston, Mass. 

S. C. SHINNICK 

Cleveland, Ohio 

F. A. STILSON 

Buffalo, N. Y. 

W. R. STONER 

Brooklyn, N. Y, 

J. N. TOMKINS 

Washington, D. C. 

A. F. TREAKLE 

Peoria, IlL 

S. O. VICKERS 

Atlanta, Ga. 

A. A. WILLIAMS 

Cedar Rapids, la. 



24 






25 



ANNIVERSARY GUESTS 



I.CS. SUPERVISORS 



J. B. Ballentine Seattle, Wash. 

C. W. Bennett Boston, Mass. 

H. W. DoNY Boston, Mass. 



N. G. Lennington Toledo, Ohio 

W. A. Pratt Portland, Me. 

W. A. Wilson Providence, R. I. 



I.CS. DIVISION SUPERINTENDENTS 



H. J. Baldwin Allentown, Pa. 

B. W. BuRDiCK Minneapolis, Minn. 

H. E. Beede Taunton, Mass. 

J. W. Bush Trenton, N. J. 

Willis Cannan Akron, O. 

J. C. CoLLARD Binghamton, N. Y. 

C. W. Cook Seattle, Wash. 

Fay Crabs Chicago, 111. 

B. B. CoLBORNE Jackson, Mich. 

O. O. Crane Decatur, III. 

C. E. Collett Montreal, Que., Can. 

Grove Carroll McKeesport, Pa. 

A. G. Casselberry Johnstown, Pa. 

C. A. DouD Parsons, Kans. 

H. D. Delmotte Harrisburg, Pa. 

J. W. Easterline Reading, Pa. 

R. A. Ferris Youngstown, O. 

F. M. Fishbaugh Lima, O. 

Z. A. Giltner Ottumwa, la. 

A. L Graham Los Angeles, Cal. 

M. D. Hanley Pittsburg, Pa. 



H. R. Henderson San Francisco, Cal. 

M. R. Hopkins East St. Louis, 111. 

F. W. Head Chattanooga, Tenn. 

F. J. HiSTON Waterbury, Conn. 

G. W. Hambly Toronto, Ont., Can. 

H. G. Lembert Philadelphia, Pa. 

R. L. Langford Cedar Rapids, la. 

W. J. McCoACH Perth Amboy, N. J. 

E. H. McCooLE Birmingham, Ala. 

Will Maynard. ..... Scranton, Pa. 

H. L. MouRER Jamestown, N. Y. 

J. T. NiLAND Wilkes-Barre, Pa. 

G. E. QuiNLisK Denver, Colo. 

E. Stuart Columbus, O. 

C. A. Stephenson New York, N. Y. 

W. A. Smith Norfolk, Va. 

T. J. Sullivan Jamaica, N. Y. 

H. S. Swan Allegheny, Pa. 

A. D. Tibbals Springfield, Mo. 

R. W. Warren New Haven, Conn. 

M. W. White San Antonio, Tex. 



F. S. Walker Manchester, N. H. 



26 



ANNIVERSARY GUESTS 



Contir 



I.C.S. REPRESENTATIVES 



J. B. Barrowman Jamaica, L. I., N. Y. 

C. B. Bright Belleville, Mo. 

J. H. Bunting New York, N. Y. 

C. F. CoLLissoN St. Paul, Minn. 

C. A. CoRRY Cincinnati, Ohio 

R. E. Chipman Cambridge, Mass. 

J. A. Connelly San Francisco Cal. 

C. L. Dayton Denver, Colo. 

A. T. Eagen Sayre, Pa. 

C. N. Elder Kimmswick, Mo. 

C. E. Freelove Chicago, 111. 

E. E. Fisher Jackson, Mich. 

I. C. Friedman Pittston, Pa. 

F. C. Fuller Uniontown, Pa. 

C. C. Fuller Pasadena, Cal. 

S. S. Hoover Jamestown, N. Y. 

J. E. Hanley Freeport, L. I., N. Y. 

F. X. HoLL Seattle, Wash. 

J. M. Izett Los Angeles, Cal. 

H. H. James Scranton, Pa. 

D. N. McTavish Calgary, Alta., Can. 

K. E. McGregor St. John, N. B. 

J. C. Mattison Altoona, Pa. 

E. W. Myers Little Rock, Ark. 

G. W. Morgan Sault Ste. Marie, Ont. 

J. C. Yates 



A. Menke New York, N. Y. 

C. C. PosTON Washington, D. C. 

M. J. QuiNN Meriden, Conn. 

H. R. Reist Philadelphia, Pa. 

E. L. Rinehart Youngstown, O. 

F. A. RowELL So. Framingham, Mass. 

G. W. RoBBiNS Nashua, N. H. 

J. N. Sparling Kirksville, Mo. 

F. J. Schmidt Newark, N. J. 

U. G. Swartz Des Moines, Iowa 

M. A. Sweeney Scranton, Pa. 

E. L. Stout Lincoln, Neb. 

J. V. Selman Chattanooga, Tenn. 

C. H. SiCKELS Sandusky, O. 

J. J. Sweeney Trenton, N. J. 

W. H. Thomas Easton, Pa. 

F. H. TiGUE Brooklyn, N. Y. 

B. H. Tipton Peoria, 111. 

J. P. Torrey Decatur, 111. 

J. T. Whitaker Harrisburg, Pa. 

A. O. WiDENOR Carbondale, Pa. 

W. J. Wilkinson Pottsville, Pa. 

T. B. Weatherman Duluth, Minn. 

R. B. Watkins Fall River, Mass. 

W. H. Wareham Johnstown, Pa. 

. . .San Antonio, Tex. 



I.C.S RAILWAY DEPARTMENT 



A. C. Beckwith, Manager 

R. E. Barry, Chief Clerk 

H. E. Christman, Secretary to General 

Manager 
W. F. Dillon, Superintendent 
W. J. Hill, Superintendent 
C. W. Hubbard, Superintendent 
Fred Kohlenberg, Superintendent 
Frank McManamy, Manager 
R. S. Mitchell, Manager 



George B. Moir, Assistant Cashier 

J. P. MacGowan, Car Superintendent 

O. W. Owens, Superintendent 

H. T. Pottinger, Superintendent 

George Reid, Assistant Manager 

E. M. Sawyer, Assistant General Manager 

W. S. Small, Assistant Manager 

J. P. Steele, Superintendent 

C. E. Tyson, Instructor 

W. B. Wilson, Superintendent 



27 



ANNIVERSARY GUESTS 

Continued 

EDUCATORS 

ALFRED A. ARNOLD. — Principal School of the Lackawanna, Scranton, Pa. 
H. S. BITTING. — Superintendent Williamson Free School of Mechanic Trades, "Williamson 
Trade School Post Office, Pa. 

DR. J. A. CHANDLERS, Ph. D. — Director Educational Department, Jamestown Exposition 
Co., Norfolk, Va. 

HOWARD EDWARDS.— President Rhode Island College of Agriculture and Mechanic Arts, 
Kingston, R. I. 

EDMUND A. ENGLER, LL. D.— President Worcester Polytechnic Institute, Worcester, 

Mass. 
GEORGE E. FELLOWS, Ph. D., LL. D.— President University of Maine, Orono, Me. 
CLEMENT C. GAINES, A. M., LL. B.— President Eastman College, Poughkeepsie, N. Y. 
RONALD P. GLEASON.— Principal Scranton Technical High School, Scranton, Pa. 
W. F. M. GOSS, M.S., D. E. — Dean of Schools of Engineering, Purdue University, Lafayette, 

Ind. 
PROF. D. S. HARTLINE — Bloomsburg Normal School, Bloomsburg, Pa. 
CHARLES F. HOBAN.— Superintendent of Schools, Dunmore, Pa. 

CHARLES S. HOWE, Ph. D.— President Case School of Applied Science, Cleveland, Ohio. 
PROF. JAMES LEWIS HOWE, Ph. D.— Professor of Chemistry, Washington and Lee Uni- 
versity, Lexington, Va. 
PROF. WILLIAM KENT, A. M., M. E.— Dean College of Applied Science, Syracuse University, 

Syracuse, N. Y. 
PROF. DEXTER S. KIMBALL.— Professor of Machine Design, Cornell University, Ithaca, 

N. Y. 
DR. T. H. LANDON, Ph. D. — Principal Bordentown Military Institute, Bordentown, N. J. 
PROF. W. H. LIGHTY. — Director of Correspondence Work, University of Wisconsin, Madi 

son. Wis. 
PROF. ANSON MARSTON, C. E.— Treasurer Society for the Promotion of Engineering 

Education, Iowa State College, Ames, Iowa. 

PROF. HENRY FOSTER MALLORY.— Superintendent of Correspondence Instruction, 

University of Chicago, Chicago, 111. 
L. B. MOFFETT.— President Pierce School, Philadelphia, Pa. 

PROF. HENRY H. NORRIS, M. E.— Professor of Electrical Engineering, Cornell University. 

Ithaca, N. Y. 
GEORGE W. PHILLIPS.— Superintendent Scranton Public Schools, Scranton, Pa. 

PROF. N. T. QUEVEDO.- Professor of Spanish, United States Military Academy, West 

Point, N. Y. 
PROF. FRANK A. RAY. — Dean College of Engineering, Ohio State University, Columbus, Ohio. 
JOHN M. SHRIGLEY. — President Williamson Free School of Mechanic Trades, Lansdowne, Pa. 
JASPER C. TAYLOR. — Superintendent Schools of Lackawanna County, Scranton, Pa. 
PROF. HENRY DALLAS THOMPSON, Ph. D., D. Sc— Professor of Mathematics, Princeton 

University, Princeton, N. J. 

THOMAS THORBORN.— General Secretary Anthracite Region Committee Y. M. C. A., 
Wilkes-Barre, Pa. 

PROF. G. C. WATSON.— Professor of Agriculture, Pennsylvania State College, State Col- 
lege, Pa. 

ALBERT H. WELLS.— Principal Scranton High School, Scranton, Pa. 

PROF. ARTHUR L. WILLISTON.— Professor of Engineering, Pratt Institute, Brooklyn, N. Y. 

PROF. J. J.WILMORE. — Professor of Mechanical Engineering, Alabama Polytechnic Institute, 
Auburn, Ala. 

PROF. ALEXANDER J. WURTZ.— Carnegie Technical Schools, Pittsburg, Pa. 



28 



ANNIVERSARY GUESTS 

ConlinueJ 

NATIONAL. STATE, AND MUNICIPAL OFFICIALS 

HON. SAMUEL W. PENNYPACKER.— Governor of Pennsylvania, Harrisburg, Pa. 

HON. THOMAS H. DALE.— Member of Congress from the 10th Pennsylvania District, 

Scranton, Pa. 
NATHAN C. SCHAEFFER, D. D.. LL. D.— State Superintendent of Public Instruction for 

Pennsylvania, Harrisburg, Pa. 
HON. J. BENJ. DIMMICK.— Mayor of Scranton, Scranton, Pa 
COL. F. L. HITCHCOCK.— City Treasurer, Scranton, Pa. 
COL. EZRA H. RIPPLE.— Postmaster, Scranton, Pa. 

U. S. ARMY AND NAVY 

COL. HUGH L. SCOTT, U. S. A.— Superintendent United States Military Academy, West 

Point, N. Y. 
COL. CHARLES W. LARNED, U. S. A.— Professor of Technical and Military Graphics and 

Applied Geometry, United States Military Academy, West Point, N. Y. 
LIEUT.-COMMANDER H. B. WILSON.— Navy Department, Washington, D. C. 

NATIONAL GUARD OF PENNSYLVANIA 

GENERAL C. BOW DOUGHERTY.— Wilkes-Barre, Pa. 

COL. FREDERICK W. STILLWELL.— 13th Regiment, N. G. P., Scranton, Pa. 

MAJOR W. A. RAUB.— 13th Regiment, N. G. P., Scranton, Pa. 

MAJOR FRANK ROBLING.— 13th Regiment, N. G. P., Scrant.jn, Pa. 

PUBLISHERS, EDITORS, AND NEWSPAPER REPRESENTATIVES 

HON. CHARLES EMORY SMITH.— Ex-Postmaster General, Editor Press, Philadelphia, Pa. 

S. W. ANNESS. — The Engineer and Marine Engineering, Philadelphia, Pa. 

CHARLES WHITING BAKER.— Managing Editor Engineering News, New York, N. Y. 

HON. JOHN E. BARRETT.— Editor Scranton Truth, Scranton, Pa. 

RICHARD J. BEAMISH.— North American, Philadelphia, Pa. 

E. C. CONLIN. — Argosy and All-Story Magazines, New York, N. Y. 

E. H. DEITZER.— Courier, Buffalo, N. Y. 

DONALD EVANS.— Inquirer, Philadelphia, Pa. 

HON. JOHN R. PARR.— Editor Courier-Progress, Scranton, Pa. 

J. J. FRENCH.— Herald, Boston, Mass. 

PAUL M. FURMAN.— Public Ledger, Philadelphia, Pa. 

J. J. GEISINGER.— N. W. Ayer & Son, Philadelphia, Pa. 

ELBERT HUBBARD.— Editor Philistine, East Aurora, N. Y. 

W. D. LANGERFELDT.— Scrantonian, Scranton, Pa. 

FRED. W. LIDSTONE.— Republican, Scranton, Pa. 

A. MAURICE LOW. — Washington Correspondent London Times and Boston Globe, 

Washington, D. C. 
FRED R. LOW.— Editor Power, New York, N. Y. 

E. J. LYNETT.— Editor and Publisher Times, Scranton, Pa. 

S. S. McCLURE.— Publisher McClure's Magazine, New York, N. Y. 

F. J. MILLER.— Editor The American Machinist, New York, N. Y. 
GUY W. MOORE.— Business Manager Record, Wilkes-Barre, Pa. 
EDWARD C. PHILLIPS.— American Magazine, New York, N. Y. 
W. C. RUCH.— Evening Telegram, Philadelphia, Pa. 



29 



ANNIVERSARY GUESTS 

Continued 

PUBLISHERS, EDITORS, AND NEWSPAPER REPRESENTATIVES 

M. E. SAUNDERS.— Times, Scranton, Pa. 

H. F. SHERWOOD.— Tribune, New York, N. Y. 

H. H. STOEK. — Editor Mines and Minerals, Scranton, Pa. 

H. H. SUPLEE. — Technical Editor Engineering Magazine, New York, N. Y. 

TRACY E. SWEET. — Managing Editor Tribune, Scranton, Pa. 

F. A. WOOD.— Times, Rochester, N. Y. 

J. A. WOOD.— N. W. Ayer & Son, Philadelphia, Pa. 

ENGINEERS 

W. S. AYRES.— Mining Expert, Hazleton, Pa. 

A. B. DUNNING, C. E. — Manager Dunning Engineering Co., Scranton, Pa. 

WILLIAM GRIFFITH.— Geologist, Scranton, Pa. 

GEORGE A. HAMILTON. — Treasurer American Institute of Electrical Engineers, New 
York, N. Y. 

ANTON HARDT.— Mining Engineer, Wellsboro, Pa. 

WILLIAM M. MARPLE. — Chief Engineer Scranton Gas and Water Co., Scranton, Pa. 

THOMAS H. MILNES.— Civil Engineer, Scranton, Pa. 

RALPH W. POPE. — Secretary American Institute of Electrical Engineers, New York, N. Y. 

REDFORD A. SARGENT. — Inspector of Hulls, U. S. Steamboat Inspection Service, Phila- 
delphia, Pa. 

A. H. SHERRARD.— Mining Engineer, Scranton, Pa. 

A. H. STORRS. — Consulting Engineer, Scranton, Pa. 

A. P. TRAUTWEIN.— Carbondale, Pa. 

JOHN C. TRAUTWINE, JR.— Philadelphia, Pa. 

FRANK G. WOLFE.— Chief Engineer Scranton Coal Co., Scranton, Pa. 



MANUFACTURERS, ETC. 

JAMES B. DAVIES. — Superintendent Plymouth Coal Co., Plymouth, Pa. 
CHESTER A. DELANEY. — Superintendent American Locomotive Co., Scranton, Pa. 
ALEXANDER W. DICKSON.— President Dickson Mill & Grain Co., Scranton, Pa. 
NELSON C. DURAND. — Manager Commercial Department, National Phonograph Co., 

Orange, N. J. 
HARRY I. EVANS.— Superintendent D., L. & W. Coal Mines, Wilkes-Barre, Pa. 
CHARLES C. GROAT. — Manager and Treasurer, Groat Knitting Co., Scranton, Pa. 
CLARENCE H. HOWELL.— President Columbus Iron & Steel Co., Columbus, Ohio. 
JOHN M. KEMMERER. — President Kemmerer Iron & Steel Co., Scranton, Pa. 
JAMES A. LANSING. — President Scranton Stove Works, Scranton, Pa. 
A. F. LAW. — Vice-President and Treasurer, Temple Iron Co., Scranton, Pa. 
WILLIAM McCLAVE. — President McClave-Brooks Co., Scranton, Pa. 
W. G. ROBERTSON.— General Superintendent Austin Coal Co.; Scranton, Pa. 
CHARLES C. ROSE. — Superintendent Coal Department, Delaware & Hudson Co., Scranton, 

Pa. 
PETER STIPP. — General Contractor and Builder, Scranton, Pa. 
J. N. THOMAS. — President and Manager Exeter Machine Co., Pittston, Pa. 
E. J. TOUHILL. — General Manager Touhill Iron Works, Scranton, Pa. 



30 



ANNIVERSARY GUESTS 



Contin 



RAILROAD OFFICIALS 

T. E. CLARKE. — General Superintendent Delaware, Lackawanna & Western Railroad, 
Scranton, Pa. 

CHARLES F. CONN. — Vice-President Lackawanna & Wyoming Valley Railroad, Scranton, Pa. 

R. F. KILPATRICK. — Superintendent of Motive Power, Delaware, Lackawanna & Western 
Railroad, Scranton, Pa. 



LABOR UNION REPRESENTATIVES 

JOHN MITCHELL. — President United Mine Workers of America, Indianapolis, Ind. 

JOHN T. DEMPSEY. — Secretary Anthracite District No. 1, United Mine Workers of America, 
Scranton, Pa. 

JOHN FAHEY. — President District No. 9, United Mine Workers of America, Shamokin, Pa. 

HUGH FRAYNE. — U. S. Organizer American Federation of Labor, Scranton, Pa. 

S. J. McDonald. — President Central Labor Union, Scranton, Pa. 

HON. T. D. NICHOLS. — Congressman-elect, President Anthracite District No. 1, United Mine 
Workers of America, Scranton, Pa. 

E. C. PATTERSON.— Secretary Central Labor Union, Scranton, Pa. 
P. J. SHEA. — National Organizer Street Railway Union, Scranton, Pa. 



BANKERS 



CITIZENS BANK, Olyphant, Pa. 
Edward S. Jones, President 

COLONIAL TRUST CO., Philadelphia, Pa. 
H. J. Elkins, Cashier 

COUNTY SAVINGS BANK, Scranton, Pa. 
A. H. Christy, Cashier 

DIME DEPOSIT AND DISCOUNT BANK 
Scranton, Pa. 
Reese G. Brooks, President 

FIDELITY DEPOSIT AND DISCOUNT 
BANK, Dunmore, Pa. 
P. J. HoRAN, President 
John F. Walter, Cashier 

FIRST NATIONAL BANK, Scranton, Pa. 
Isaac Post, Cashier 

GERMAN NATIONAL BANK, Newport, 
Ky. 
A. M. Larkin, Cashier 

MERCHANTS AND MECHANICS BANK, 
Scranton, Pa. 
A. J. Casey, President 
Charles W. Gunster, Cashier 



PEOPLES NATIONAL BANK, 
Pa. 
Cyrus D. Jones, President 
George T. Dunham, Cashier 



Scranton, 



SCRANTON SAVINGS BANK. Scranton, 
Pa. 
H. C. Shafer, Cashier 

SCRANTON TRUST COMPANY, Scranton, 
Pa. 
Judge Henry A. Knapp, Vice-President 
D. B. Atherton, Secretary and Treasurer 

SOUTH SIDE BANK, Scranton, Pa. 
Frank Hummler, President 

THIRD NATIONAL BANK, Scranton, Pa. 
Henry Belin, Jr., Vice-President 

TITLE GUARANTEE AND TRUST COM- 
PANY, Scranton, Pa. 
L. A. Watres, President 
William A. Wilcox, Trust Officer 

TRADERS NATIONAL BANK, Scranton, 
Pa. 
John T. Porter, President 
F. W. Wollerton, Cashier 

WEST SIDE BANK, Scranton, Pa. 
William T. Davis, President 
A. B. Eynon, Cashier 

WYOMING VALLEY TRUST CO., Wilkes- 
Barre, Pa. 
J. N. Thompson, Treasurer 



31 



ANNIVERSARY GUESTS 

Continued 

JUDGES 

HON. ROBERT W. ARCHBALD.— Judge United States District Court, Scranton, Pa. 

HON. H. M. EDWARDS. — President Judge of Lackawanna County Courts, Scranton, Pa. 

JUDGE ALFRED HAND, A. M.— Ex-Justice of the Supreme Court of Pennsylvania, Scran- 
ton, Pa. 



LAWYERS 

WILLIAM H. CURRY, Scranton, Pa. W. L. RAEDER, Wilkes-Barre, Pa. 

SAMUEL W. EDGAR, Scranton, Pa. HARRY C. REYNOLDS, Scranton, Pa. 

S. M. ENTERLINE, Ashland, Pa. ALONZO F. SEARLE, Assistant U. S. Dis- 
EDWIN H. GEARHART, Scranton, Pa. trict Attorney, Honesdale, Pa. 

WESLEY H. GEARHART, Scranton, Pa. JAMES H. TORREY, Scranton, Pa. 

HOMER GREENE, Litt. D., Honesdale, Pa. MAJ. EVERETT WARREN, Scranton, Pa. 

ROSWELL H. PATTERSON, Scranton, Pa. W. W. WATSON, Scranton, Pa. 

MAJ. T. F. PENMAN, Scranton, Pa. CHARLES H. WELLES, Scranton, Pa. 



CLERGY 

RT. REV. MICHAEL J. HOBAN.— Bishop (Roman Catholic) of Scranton, Scranton, Pa. 

RT. REV. ETHELBERT TALBOT, D. D., L.L. D.— Bishop (Protestant Episcopal) of Central 

Pennsylvania, South Bethlehem, Pa. 
REV. T. J. COMERFORD.— Archbald, Pa. 

REV. ROGERS ISRAEL, D. D.— Pastor of St. Luke's Church, Scranton, Pa. 
REV. ISAAC J. LANSING.— Pastor Green Ridge Presbyterian Church, Scranton, Pa. 
REV. DR. J. W. MALONE.— Rector St. Peter's Cathedral, Scranton, Pa. 
REV. JOSEPH H. ODELL.— Pastor Second Presbyterian Church, Scranton, Pa. 
REV. GEO. C. PECK, D. D.— Pastor Elm Park Methodist Episcopal Church, Scranton, Pa. 
REV. WILLIAM CARSON SHAW.— Rector Trinity Church, Carbondale, Pa. 



PHYSICIANS 

DR. J. C. BIDDLE, M D. — Surgeon in Chief and Superintendent State Hospital, Fountain 

Springs, Pa. 
DR. WILLIAM F. BRADY, M. D., Scranton, Pa. 

DR. HERBERT B. BRAND, M. D.— Long Island State Hospital, Brooklyn, N. Y. 
DR. H. B. CASSELBERRY, M. D.— Hazleton, Pa. 
DR. A. J. CONNELL, M. D., Scranton, Pa. 
DR. W. G. FULTON, M. D., Scranton, Pa. 
DR. M. HEELINGS, M. D.— Philadelphia, Pa. 
DR. W. E. KELLER, M. D., Scranton, Pa. 
DR. G. D. MURRAY, M. D., Scranton, Pa. 
DR. JOHN C. PRICE, M. D. Scranton, Pa. 
DR. S. T. RISLEY, M. D.— Philadelphia, Pa. 
DR. THEODORE SURETH, M. D.. Scranton, Pa. 
DR. HORACE B. WARE, M. D., Scranton, Pa. 



32 



ANNIVERSARY GUESTS 



Continued 



BUSINESS MEN, STUDENTS, ETC. 



MOSES ANDREWS, Scrant.m, Pa. 

WESLEY J. ANDREWS, Philadelphia, Pa. 

W. J. APPLEMAN, Throop, Pa. 

L. D. ATWATER, Waverly, N. Y. 

HAYDEN C. AUSTIN, Reading. Pa. 

J. H. BALDWIN, Denver, Colo. 

P. A. BARRETT, Scranton, Pa. 

P. V. BARRETT, Scranton, Pa. 

G. F. BECKER, Scranton, Pa. 

H. BEERS, Scranton, Pa. 

CHARLES D. BELLES, Old Forge, Pa. 

W. K. BENDER, Denver, Colo. 

LOUIS BERGH, New Rochelle, N. Y. 

A. M. BINGHAM, Dunmore, Pa. 

W. L. BIRD, Williamsport, Pa. 

JOSEPH BITTERWOLF, Glen Island, N. Y. 

C. J. BLAKE, Cincinnati, Ohio 

W. G. BLISS, Scranton, Pa. 

WILLIAM P. BOLAND, Scranton, Pa. 

R. W. BONNEY, Norfolk, Va. 

H. S. BOOTH, Yonkers, N. Y. 

H. C. BOYER, Scranton, Pa. 

HENRY I. BRAUN, Red Bank, N. J. 

JOHN H. BROOKS, Scranton, Pa. 

J. HARRY BRYDEN, W. Pittston, Pa. 

EDWARD L. BUCK, Scranton, Pa. 

O. J. BUCKLY, Zion City, 111. 

THEO. BURGESS, Scranton, Pa. 

C. H. BURROUGHS, Carthage, N. Y. 
S. A. CAHOON, Scranton, Pa. 

D. J. CAMPBELL, Scranton, Pa. 

J. W. CARNWATH, Ottawa, Ont., Can. 
D. E. CARPENTER, Scranton, Pa. 

HENRY J. CARR, Librarian, Scranton, 

Pa. 
G. T. CARRIER, Summerville, Pa. 
F. L. CASE, Wauseon, Ohio 
P. J. CASEY. Scranton, Pa. 
F. M. CATHEY, Atlanta, Ga. 



CHARLES H. CHANDLER, Scranton, Pa. 
E. L. CHAMBERS, Scranton, Pa. 
A. P. CHAVENT, W. Hoboken, N. J. 
A. P. CHILDS, Alden Station, Pa. 
W. N. CIPPERLY, Rockford, 111. 

E. W. CLARK, Scranton, Pa. 
GEORGE R. CLARK, Scranton, Pa. 
WILLIAM CLARK, Jackson, Mich. 
FRANK H. COFFIN, Scranton, Pa. 

HON. ALEX T. CONNELL, Scranton, Pa. 

HARRY A. CONNELL, Scranton, Pa. 

J. L. CONNELL, Scranton, Pa. 

DAN J. CONNERS, Scranton, Pa. 

IRA COSNER, Scranton, Pa. 

THOS. J. CROSS, 212 N. 7th St. Philadel- 
phia, Pa. 

R. C. CROWELL, Cabinet, Idaho 

D. F. CROWLEY, Scranton, Pa. 

C. A. CUBBERLY, Scranton, Pa. 

S. H. CUNNINGHAM, Boston, Mass. 
ROY C. DARLING, Hartford, Conn. 

D. W. DAVIES, Scranton, Pa 
W. B. DAVIS, Scranton, Pa. 
WILLIAM J. DAVIS, Scranton, Pa. 

F. DEAN, Montreal, Que., Can. 
A. W. DIPPY, Scranton, Pa. 
WILLIAM DOWNS, Troy, N. Y. 
A. J. DUFFY, Scranton, Pa. 

H. W. DUSINBERRE, Scranton, Pa. 

EDWARD EBERLY, R. F. D. 16, McClel- 
landtown. Pa. 

GEORGE ECKMAN, Marshalltown, Iowa 

WESLEY ECOFF, Philadelphia, Pa. 

MARK EDGAR, Scranton, Pa. 

JOHN T. FARADAY, Old Forge, Pa. 

LEAVY S. FILBERT, Womelsdorf, Pa. 

EDWARD FINNERAN, Columbus, Ohio 

F. J. FLYNN, Wilkes-Barre Pa. 

F. B. FOOTE, Scranton, Pa. 



33 



ANNIVERSARY GUESTS 



Continued 



BUSINESS MEN, STUDENTS, ETC. 



HARRY R. FOSTER, Pottsville, Pa. 
JOHN H. FOY, Pittston, Pa. 
J. A. FRANTZ, Scranton, Pa. 
ARTHUR C. FULLER, Scranton, Pa. 
G. C. GAMEWELL, Scranton, Pa. 
CHARLES H. GARDNER, Wilkes-Barre, Pa. 
S. L. GEORGE, Scranton, Pa. 
GEORGE E. GIBRAULT, Chicago, 111. 
H F. GILBRIDE, Maiden, Mass. 
A. GOLDSMITH, Scranton, Pa. 
SOLOMON GOLDSMITH, Scranton, Pa. 
H. R. GRAHAM, Scranton, Pa. 
C. A. GRAVES, Scranton, Pa. 

F. L. GRIMES, Hornell, N. Y. 
J. L. GWAN, New York, N. Y. 

S. ROLAND HALL, Scranton, Pa. 
THOS. H. HALTON, Philadelphia, Pa. 
GEORGE H. HARDING, Flushing, N. Y. 
E. H. HARRIS, Scranton, Pa. 
OLIN F. HARVEY, Wilkes-Barre, Pa. 
A. W. HASLAM, Wilkes-Barre, Pa. 
WILLIAM M. HASTINGS, New York, N. Y. 
EUGENE HEALEY, Scranton, Pa. 
JOHN H. HEBEL, MilnesviUe, Pa. 
JOS. J. HENDERSON, Brooklyn, N. Y. 
J. HEPPLEWHITE, Scranton, Pa. 
WILLIAM F. C. HEYL, Scranton, Pa. 

G. F. HODGDON, Philadelphia, Pa. 
A. F. HODGES, Scranton, Pa. 

J. A. HODGES Scranton, Pa. 

EDWARD HOLLERING, Philadelphia, Pa. 

T W. HOLLOWAY Scranton, Pa. 

J. W. HOWARTH, Scranton, Pa. 

AUGUST HOWER, Scranton, Pa. 

J. T. HOYLE, Scranton, Pa. 

RUPERT S. HUGHES, New York. N. Y. 

A. E. HUNT, Scranton, Pa. 

W. P. HUNTER, Scranton, Pa 

J. J. HURLEY Scranton Pa. 



LOUIS H. ISAACS, Scranton, Pa. 

R. M. JAMES, Scranton, Pa. 

H. S. JEFFREYS, Scranton, Pa. 

SAM. JEFFREYS, Scranton, Pa. 

W. H. JENKINS, Scranton, Pa. 

JOSEPH J. JERMYN, Scranton, Pa. 

JOHN E. JOHNS, Scranton, Pa. 

ROBERT G. JOHNS, Wilkes-Barre, Pa. 

WALTER P. JOHNS, Wilkes-Barre, Pa. 

ALBERT JOHNSON, Waverly, Pa. 

V. W. JOHNSON, Portland, Me. 

W. R. JOHNSON, Scranton, Pa. 

T. D. JONES, Hazelton, Pa. 

T. M. JONES, Scranton, Pa. 

GEORGE S. KATZ, Philadelphia, Pa. 

F. M. KEANE, Scranton, Pa. 

C. B. KELLER, Stroudsburg, Pa. 

S. W. KERR, Reading, Pa. 

JOHN KILCULLEN, Scranton, Pa. 

L. G. KIDDLE, Youngstown, Ohio 

F. R. KILLIAN, Sunbury, Pa. 

JOSEPH KING, Scranton, Pa. 

LEONARD KIPP, Derby, Conn. 

H. A. KISSINGER, Scranton, Pa. 

W. W. KOONS, Minneapolis, Minn. 

JOHN E. KNAPP, Scranton, Pa. 

E. L. KNIGHT, Coaldale, W. Va. 
C. U. KRAUSE, Scranton Pa. 
JACOB J. KUMBERGER, Drifton, Pa. 

F. LAMBADER, Scranton, Pa. 

JOHN E. LANDIS, Erie, Pa. 

EDWARD LANGLEY Architect, Scranton, 
Pa. 

DOUGLAS W. LANSING, Scranton, Pa. 

J. F. LAVIS, Scranton, Pa. 

CHARLES LAW Pittston, Pa. 

F. V LEACH, Scranton, Pa. 

HARRY J. LEBHERZ, Frederick Md. 

JOSEPH LEVY, Scranton, Pa. 



34 



ANNIVERSARY GUESTS 



Conlii 



BUSINESS MEN, STUDENTS, ETC. 



L. A. LINDSAY, Wilkes-Barre, Pa, 

RICHARD LLEWELLYN, Vandling, Pa. 

FREDERICK LOCKETT, Fall River, Mass. 

O. J. LODERICK, Wyoming, Pa. 

H. A. LOGAN, Prattville, Ala. 

WILLIAM H. LOGAN, Scranton, Pa. 

ARTHUR LONG, Scranton, Pa. 

JAMES S. McANULTY Scranton, Pa. 

F M. McCarthy, Cincinnati, Ohio 

F. D. McGOWAN, Scranton, Pa. 

MICHAEL J. McHALE, Parsons, Pa. 

F. C. McLaughlin, Scranton, Pa. 

ED. J. MAHER, Mahanoy City, Pa. 

P. J. MARLOW. Sugar Notch, Pa. 

J. H. MASSE, New Orleans, La. 

CHARLES P. MATTHEWS, Scranton, Pa. 

R. J. MATTHEWS, Scranton, Pa. 

JOHN A. MAYER, Philadelphia, Pa. 

B. B. MEGARGEE, Scranton, Pa. 
F. O. MEGARGEE, Scranton, Pa. 
FRANK X. MEIER, Richmond Hill, N. Y. 
W. F. MILLER, Scranton, Pa. 

P. G- MOORE, Scranton, Pa. 
W. A. MOORE, Humboldt, Tenn. 
H. AUG. MOTZ, Philadelphia, Pa. 
J. G. MILFORD, Middletown, N. Y. 

D. P. MURRAY, Scranton, Pa. 
MORTIMER G. NICHOLS, Scranton, Pa. 
W- S. NORTHUP, Scranton, Pa. 

WM. S. NORTON, Alden Station, Pa. 
M. J. O'BOYLE, W. Pittston, Pa. 
W. W. O'BOYLE, W. Pittston Pa. 
L. E. O'BRIEN, Scranton, Pa. 
JACOB OLLENDIKE Dickson City. Pa. 
LEWIS OSSMAN. Mt. Carmel, Pa. 

C. L. OTTINGER, Scranton Pa. 
EARL PADGETT, Coffeyville. Kan. 

E. R. PARKER. Scranton, Pa. 
STEPHEN PAULACK, Mayfield, Pa. 



F. L. PECK, Scranton, Pa. 
GRANT PELTON. Scranton, Pa. 
R. E. PETERS, Wilkes-Barre, Pa. 
FRANK C. PLATT, Scranton, Pa. 
EARL PODGETT, St. Joseph, Mo. 
E. A. POOLE, Scranton, Pa. 
J. A. PORT, Arlington, N. J. 
E. H. POWELL, Scranton, Pa. 
WM. J. POWERS, Scranton, Pa. 
WM. H. RAITLINE, Summit Hill, Pa. 
H. M. RANDOLPH, Scranton, Pa. 
J. F. RANDOLPH, Scranton, Pa. 
JOHN F. REED, Lebanon, Pa. 
M. A. REESE, Scranton, Pa. 

D. C. REUSCH, Scranton, Pa. 

B. W. RIBBLE, Bangor, Pa. 

W, H. RICHMOND, Scranton, Pa. 
J. J. RODRIGUEZ, Scranton, Pa. 
W. H. SAEGER, Pittsburg, Pa. 
SAMUEL SAMTER, Scranton, Pa. 

C. D. SANDERSON, Scranton, Pa. 
RALPH H. SAUNDERS, Tottenville, N, Y 
WM. SCHELLIN, Akron, Ohio 
CHARLES SCHLAGER, Scranton, Pa. 
ALBERT SCHOELLER, Trenton, N. j 
CHARLES S. SEAMANS. Scranton, Pa 
JOHN SEARFASS, Scranton, Pa. 

J. E. SHAPLEY, Binghamton, N. Y. 

E. D. SHAW, Nashua, N. H. 
J. SHONE Scranton. Pa. 

A. J. SHORTALL, Pottsville, Pa. 
C, E. SMITH Scranton, Pa. 
FRANK S. SMITH, Scranton, Pa. 
GEORGE B. SMITH, Scranton, Pa. 
J. D. SMITH. Scranton Pa. 
R. W. SNYDER, Scranton, Pa. 
N. L. SOMERS, Scranton, Pa. 
EDWARD M. STACK, Scranton, Pa. 
C. V. STALLANGS, C. P. Diaz, Mexico 



35 



ANNIVERSARY GUESTS 



Continued 



BUSINESS MEN. STUDENTS, ETC. 



R. D. STEVENS, Lawrence, Mass. 
W. J. STEWART, JR., New Brighton, Pa. 
PETER W. STINEBISER, Jeannette, Pa. 
FRANK R. STOCKER, Scranton, Pa. 
EDWARD B. STURGES, Scranton, Pa. 
HENRY A. SWANN, Oliver Mills, Pa. 
J. C. SWEENEY, Scranton, Pa. 
A. E. SWEET, Scranton, Pa. 
JOHN SWIGERT. Carbondale, Pa. 
JNO. A. SYLVESTER, Scranton, Pa. 
CHARLES T. TALCOTT, New York, N. Y. 
JOHN R. TALT, Santa Rosa, Cal. 

F. J. TANNER, Scranton, Pa. 
JOHN TAYLOR, Scranton, Pa. 
WILLIAM H. TAYLOR, Scranton, Pa. 
W. H. TAYLOR, Scranton, Pa. 

WM. E. TEW, Waverly, N. Y. 
H. L. THOMAS, Englewood, Colo. 
R. W. THOMAS, Scranton, Pa. 
JOHN C. TIBBETTS, Grafton, W. Va. 

G. A. TRANSUE, Scranton, Pa. 
J. J. TRAVERS, Los Angeles, Cal. 
C. K. TRUMBOWER, Pittston, Pa. 



H. W. ULRICH, Sheboygan, Wis. 

C. H. VALLOW, O'Fallon, 111. 

MAJ. FRANK M. VANDLING, Scranton, Pa. 

C. WADSWORTH, Scranton, Pa. 

G. P. WALKER, Scranton, Pa. 

FRANK B. WARD, Scranton, Pa. 

A. B. WARMAN, Scranton, Pa. 

JOHN T. WATKINS, Scranton. Pa. 

SAMUEL E. WAYLAND, Scranton, Pa. 

E. N. WEAVER, Scranton, Pa. 

CHARLES S. WESTON, Scranton, Pa. 

WM. WHALLEY, Knoxville, Tenn. 

L. C. WHEAT, Decatur, 111. 

G. SOMERS WHITE, Syracuse, N. Y. 

W. C. WILLIAMSON, Scranton, Pa. 

E. Z. T. WILSON, Olney, Philadelphia, Pa. 

F. E. WILSON, Bradford, Pa. 
W. J. WILLIAMS, Summit, N. J. 
R. C. WILLS, Scranton, Pa. 

H. H. WOLFE, Quincy, 111. 
C. J. WOOD, Bamesboro, Pa. 
J. WOODBRIDGE, Dalton, Pa. 
C. S. WOOL WORTH, Scranton, Pa. 



36 



COMMITTEES 
ON FIFTEENTH ANNIVERSARY 



EXECUTIVE COMMITTEE 
OF ARRANGEMENTS 



E. A. SEITZ, Chairman 



J. K. GRIFFITH 

W. L. CONNELL 

J, D. JONES 

T. E. JONES 

W. SCOTT-COLLINS 



H. H. STOEK 
H. 8. ROBINSON 
L. A. OSBORNE 

FRANK M. KEANE 
M. F. LARKIN 



COMMITTEE ON INVITATIONS 



W. L. CONNELL 
R. J. FOSTER 
C. D. JONES 



J. K. GRIFFITH, Chairman 



C. D. SIMPSON 



T. E. JONES 

E. H. LA WALL 

F. T. PATTERSON 



DECORATIONS AND EXHIBIT 



L. A. OSBORNE, Chairman 



M. D. GRAY ATT 
W. SCOTT-COLLINS 
L. H. KJELLSTEDT 



E. N. GOLDSMAN 



E. LAMAZE 
J. J. CLARK 
H. S. ROBINSON 



ADVERTISING EXHIBIT 

FRANK M. KEANE, Chairman 



GEO. H. FISHER 

FRANK Mclaughlin 



J. H. FOSTER 

E. N. GOLDSMAN 



37 



COMMITTEES 

Conlinued 



L. A. OSBORNE 
A. W. DIPPY 



MENU CARD 



FRANK M. KEANE, Chairman 



CHAS. GAMEWELL 
CHAS. HAYES 



RECORDS AND PRIZE WINNERS 

M. F. LARKIN, Chairman 



W. P. WEICHEL 



GEO. H. FISHER 



DINNER AND SEATING ARRANGEMENT 



T. E. JONES, Chairman 

W. SCOTT-COLLINS, Vice-Chairman 

S. P. ALLEN 



L. A. OSBORNE 
J. J. CLARK 
W. B. RIDENOUR 
J. F. COSGROVE 



EXERCISES 



H. H. STOEK, Chairman 



E. K. RODEN 



N. H. PROUTY 
H. S. ROBINSON 
H. L. TYLER 
E. B. WILSON 



G. H. FISHER 
A. B. CLEMENS 



ACCEPTANCES 

H. S. ROBINSON, Chairman 



J. F. DAVIS 
F. M. KEANE 



38 



COMMITTEES 

Continued 

RECEPTION AND ENTERTAINMENT 

W. L. CONNELL, Chairman 
J. D. JONES, Vice-chairman 



R. J. FOSTER 
J. K. GRIFFITH 
C. D. JONES 
T. E. JONES 

E. H. LAWALL 

F. T. PATTERSON 
C. D. SIMPSON 

S. P. ALLEN 
M. F. LARKIN 



Vice-President 
Director 
Director 
Director 
Director 
Director 
Director 
Secretary 
Controller 



D. C. HARRINGTON 

Manager of Legal Department 

J. J. CLARK, M. E. Dean of Faculty 

M. D. GRAY ATT, M. Sc. 

Principal of School of Mathematics and 
Mechanics 

W. R. PARKER, S. B. 

Principal of School of Advertising 
W. SCOTT-COLLINS 

Principal of School of Architecture 

L. A. OSBORNE 

Principal of School of Arts and Crafts 

G. H. DIMPFEL, Ph. D. 

Principal of School of Chemistry 
A. LLANO, C. E. 

Principal of School of Civil Engineering 
W. D. KOCHERSPERGER 

Principal of School of Civil Service 

N. H. PROUTY 

Principal of School of Commerce 

L. H. KJELLSTEDT, C. I. 

Principal of School of Drawing 
F. H. DOANE, A. M. B. 

Principal of School of Electrical Engineering 

E. LAMAZE, B. S., C. A. P. 

Principal of School of French 
W. A. SIEBER, Ph. D. 

Principal of School of German 

SOLOMON FOSTER 

Principal of School of Law 
C. J. ALLEN 

Principal of School of Lettering and Sign 
Painting 

J. F. COSGROVE 

Principal of School of Locomotive Running 
A. B. CLEMENS, M. E. 

Principal of School of Mechanical Engi- 
neering 



J. T. BEARD, C. E., E. M. 

Principal of Coal Mining Division, School 
of Mines 

E. B. WILSON. C. E. 

Principal of Metal Mining Division, 
School of Mines 

E. K. RODEN 

Principal of School of Navigation 

W. B. RIDENOUR, A. M. 

Principal of School of Pedagogy 

T. N. THOMSON 

Principal of School of [Plumbing, Heating, 
and Ventilation 

CARLOS DIAZ, Ph. D. 

Principal of School of Spanish 

J. A. GRENING 

Principal of School of Steam and Marine 
Engineering 

J. M. MARIS, B. S., M. E. 

Principal of School of Structural Engi- 
neering 

H. S. WEBB, M. S. 

Principal of School of Telephone and 
Telegraph Engineering 

C. P. BROOKS 

Principal of School of Textiles 

E. N. GOLDSMAN 

Principal of School of Window Trimming 
and Mercantile Decoration 

H. H. STOEK Editor of Mines and Minerals 

G. H. FISHER Editor of L C. S. Messenger 

J. F. DAVIS 

Manager of Language Sales Department 

W. P. CHRISTOPHER 

Manager of Technical Supply Co. 
H. L. TYLER Editor of Ambition 

J. H. FOSTER 

Manager of Advertising Department 

F. W. WILSON 

Manager of Mail Sales Department 

C. GAMEWELL 

Manager of Printing Department 

C. J. HAYES 

Manager of Illustrating Department 

DAVID COTTLE 

Manager of Collection Department 
H. S. ROBINSON 

Manager of Correspondence and Students' 
Record Department 

T. H. MAGINNISS 

Manager of Students' Aid Department 



39 




SCIENCE INSTRUCTING INDUSTRY 



40 



Anntu^rfiarg ^ZxntmtB 



International 
Correspondence Schools 

HELD IN THE 

LYCEUM THEATER 
SCRANTON. PA. 



OCTOBER SIXTEENTH, NINETEEN-SIX 

10 A. M. 



WILUAM L. CONNELL, Chairman 



41 



ANNIVERSARY EXERCISES 

Occupying the rear of the stage of the Lyceum 
Theater were the members of the Scranton 
Oratorio Society, and in front, the following: 

THOMAS J. FOSTER 

President of the International Textbook Company 



WILLIAM L. CONNELL 

Ex-Mayor of Scranton, Director of the 
International Textbook Company 

HON. SAMUEL W. PENNYPACKER 

Governor of Pennsylvania 

REV. GEORGE C. PECK, D. D. 

Pastor Elm Park Church 

HOMER GREENE, LITT. D. 

Author, Attorney-at-Law 

JACOB K. GRIFFITH, A. C. 

Director of the International Textbook 
Company 

RUFUS J. FOSTER 

Vice-President of the International Text- 
book Company 

THOMAS E. JONES 

Director of the International Textbook 
Company 

STANLEY P. ALLEN 

Secretary of the International Textbook 
Company 

JOHN JESSE CLARK, M. E. 

Dean of the Faculty 

H. H. STOEK 

Editor of Mines and Minerals 

JOHN L. MARTIN, C. E. 

Director of Instruction 

WILLIAM B. RIDENOUR, A. M. 

Principal of School of Pedagogy 



HON. J. BENJAMIN DIMMICK 

Mayor of Scranton 

HON. CHARLES EMORY SMITH 

Ex-Postmaster General of the United States 

ELMER H. LA WALL 

Treasurer of the International Textbook 
Company 

CYRUS D. JONES 

Director of the International Textbook 
Company 

FRANK T. PATTERSON 

Director of the International Textbook 
Company 

CLARENCE D. SIMPSON 

Director of the International Textbook 
Company 

JACOB H. REICHERT 

Second Vice-President of the International 
Textbook Company 

WILLIAM P. MAYER 

Third Vice-President of tlte International 
Textbook Company 

EDWIN A. SEITZ 

Manager of the Extension Department 

SOLOMON FOSTER 

Principal of the School of Law 

W. N. MITCHELL 

General Manager of the Railway Department 



42 



PROGRAM 



WILLIAM L. CONNELL. Chairman 



^norus (^) -He Watching Over Israel" Mendelssohn 

Scranton Oratorio Society 



Invocation 



Rev. George Clarke Peck, D. D. 



Address of Welcome 

Hon. J. Benjamin Dimmick, Mayor of Scranton 

Address, "Education in the Commonwealth of Pennsylvania" 

Hon. Samuel W. Pennypacker, Governor of Pennsylvania 

Chorus, "Bells of Aberdovey" An. by T. J. Davies 

The Ladies of the Scranton Oratorio Society 

Paper, "The International Correspondence Schools" 

Mr. Thomas J. Foster, President, International Textbook Company 

Chorus, "And the Glory of the Lord" Handel 

Scranton Oratorio Society 

Address, "Educational Influence of the Press" 

Hon. Charles Emory Smith, Ex-Postmaster-General, Publisher Philadelphia Press 

Paper, "The I. C. S. Textbooks" 

Mr. John Jesse Clark, M. E., Dean of the Faculty 

Music, "Venice" Nevin 

Bauer's Orchestra 

Paper, "The I. C. S. Method of Instruction" 

Mr. William B. Flidenour, A. M., Principal, School of Pedagogy 

Chorus, "Hallelujah" Handel 

Scranton Oratorio Society 

Closing Announcement 

William L. Connell 



43 




REV. GEORGE CLARKE PECK, D.D. 



The exercises were opened at 1 a. m. 
by Chairman WilHam L. Connell 

Prayer was offered by Rev. George 
Clarke Peck, D. D., Pastor of Elm Park 
Methodist Episcopal Church, Scranton, Pa. 



45 




46 



OPENING REMARKS 

HON. WILLIAM L. CONNELL 

Ex-Mayor of Scranton, Director of 
the International Textbook Company 

Ladies and Gentlemen: 

You are assembled this morning to celebrate the Fifteenth 
Anniversary of the International Correspondence Schools, a cele- 
bration that is intended also as a tribute or testimonial to their 
honored founder, Mr. Thomas J. Foster. (Applause.) 

I wish that I might dwell just for a moment on the wonderful 
progress of this institution during the past fifteen years — might 
speak of what its nine hundred thousand students have done for 
themselves as well as for the moral and industrial uplift of our 
country. I should like to enlarge upon the fact that by its unique 
but efficient methods this great industrial university has made 
it easy for parents to realize their hopes concerning the education 
of their boys and girls. It would be interesting and profitable, 
if time permitted, to describe how the International Correspondence 
Schools have brought inspiration and hope to so many and have 
enabled them to rise from menial and obscure places in life to 
occupations high in remuneration, usefulness, and honor. 

Vast Possibilities 

Great indeed are the possibihties of this nine hundred thousand 
— this army greater than that of the Civil War, an army whose 
vast potencies operate along vocations of peace for a higher intel- 
ligence and a brighter future for the country that we all love. 

The real purpose of the exercises this morning is to throw 
light upon the history and methods of this great Institution; to 
give to those of us who do not thoroughly understand the system 
of education by correspondence a further light upon the subject. 
With that thought in mind, we ask you this morning to give us 
your undivided attention, and through the papers that are to be 
read, to trace with us the development of the International Cor- 
respondence Schools. 

I now have the pleasure of introducing to you the Mayor of 
Scranton, the Honorable J. Benjamin Dimmick, who will dehver 
an address of welcome. 



47 




HON. J. BENJAMIN DIMMICK 



ADDRESS OF WELCOME 

HON. J. BENJAMIN DIMMICK 

Mayor of Scranlon, Pa. 

Mr. Chairman, and Ladies and Gentlemen: 

The duties of a mayor are many, his privileges few — an obser- 
vation which I think will be affirmed by my honorable friend and 
predecessor, the gentleman who is presiding over this meeting. 
And chief among those privileges is that of welcoming the guests 
who come to our doors. 

Today, however, I have the double pleasure of not only extend- 
ing hospitality, but also of paying homage — homage to the great 
work of the institution whose birthday we are now celebrating. 

When, fifteen years ago, the stork left at our door a somewhat 
delicate infant known as the " Colliery Engineer," even the Scranton 
Board of Trade, an organization not entirely unused to taking a 
somewhat rosy view of the potentialities of future undertakings, 
utterly failed to forecast the wonderful growth of the child in 
whose honor we are gathered today, and whose voice, even at the 
early age of fifteen, has penetrated almost every country of the 
known world. 

Adds Distinction to City 

This infant industry — employing a phrase now applied to our 
colossal undertakings, and therefore perhaps fittingly selected — 
this infant industry is an important factor in our community. 
Viewed from the standpoint of statistics, we see an institution 
employing over twelve hundred men and women, men and women 
of a character that adds distinction to our body politic. We see 
an institution of which the monthly pay roll is over sixty thousand 
dollars, and of which the local installation cost over eight hundred 
thousand dollars. We see an institution of which the output of a 
single department, the printery, in the past year, was over twenty- 
five million pieces of separate printed matter. And above 
all, breaking away from material data, we see an institution — and 
therein lies our deepest satisfaction — that has given of the springs 
of knowledge,, in the short period of a decade and a half, to nearly 
one million of students. 



49 



There are others here who will speak more in detail of this 
work. There are others who will speak on the general subject of 
education. I shall, therefore, confine my remarks — and possibly 
not without a sense of propriety — to the political necessity of 
education. 

Popular Intelligence Essential 

We have been told by many writers that popular intelligence 
is essential in any form of democratic government. The term 
indicated, however, simple familiarity with the "three R's" and 
with such rudimental knowledge as would safeguard life, liberty, 
and the pursuit of happiness. But today we must go further. 
In our highly organized society, the safeguard of our inalienable 
rights, like the very upholding of the decalogue, demands not 
simply strength of purpose, but also clearness of vision — clearness 
of vision in an atmosphere in which the great orb of truth is not 
always easily discernible. We need a citizenship with trained 
intelligence, far, far higher than was demanded only twenty-five 
years ago; a citizenship that can wrestle with such subjects as 
finance, from its fundamental propositions as to a single or a double 
standard, up to and through the involved and intricate problems 
of currency and banking; a citizenship that can pass upon the 
economic merits of the so-called trusts and the regulation of rates; 
a citizenship that can pass and pass wisely, upon that difficult, 
almost unsolvable problem, the problem of the negro; that can 
act, and act wisely, concerning that great principle of federal 
supervision — a supervision which, in my judgment, is destined 
at no distant date to touch almost every walk of life. 

In fact, my friends, we need a trained electorate, an electorate 
that can distinguish between the sound and the sophistical, an 
electorate that can first mentally decide, and then morally 
determine. 

Silent Influence of the I. C. S. 

Toward this end, incidentally, if you please, but none the less 
surely, the International Correspondence Schools are steadily 
working. Their white missives fall as silently as snow flakes 
upon every city and upon every hamlet in the land. 

My official position in the community would seem to demand, 
even at the risk of throwing myself open to the charge of resorting 
to bald and possibly embarrassing compliments, that I should 
publicly pronounce the name of the one who may justly be regarded 



50 



as the founder of this new yet simple method of instruction in the 
industrial and commercial world; of the one who in the realm of 
pedagogy, like others in the realm of physics, has annihilated 
space. That man who, in classical phrase, is the deus ex machina — 
Thomas J. Foster. (Great applause.) 

To you, our guests, we extend an official welcome to the city 
of Scranton, and that welcome is none the less cordial, none the 
less representative of the feehngs of the community, that it is not 
engrossed upon parchment or encased in silver. Many of you are 
distinguished, all of you are worthy citizens of this great republic. 
And it is a source of supreme satisfaction to us that we are gathered 
together in the interests of education, the very rock upon which 
our republic rests. 

We wish you, ladies and gentlemen, a pleasurable stay in our 
city, and when you depart, we trust that you will carry with you 
the same high regard for us as a community, that we entertain 
toward you as individuals. (Applause.) 




51 




GOVERNOR SAMUEL W. PENNYPACKER 



EDUCATION IN THE 

COMMONWEALTH OF PENNSYLVANIA 



HON. SAMUEL W. PENNYP ACKER 

Qovernor of Pennsylvania 



Mr. President, Mr. Mayor, Ladies and Gentlemen: 

It is a very great pleasure to me to be permitted to participate 
upon this interesting occasion, and to be one of this large audience. 
One of your fellow citizens who is among the ablest of those now 
doing the great work of the Commonwealth, has often spoken to 
me about the achievements of this School. He is now lying in his 
native town upon a bed of pain I am sure you all unite with me 
in the prayer that the hand of the Lord will rest lightly on him. 
(The reference is to Hon. Frederick W. Fleitz, Deputy Attorney 
General of Pennsylvania.) 

Education in Pennsylvania 

The cause of education has ever been one of the utmost concern 
to the people of your Commonwealth. We hear much in the days 
of the early settlement of Jamestown and the early settlement of 
Plymouth, of battles with the Indians, though we hear little from 
either of them about the establishment of schools. In Philadel- 
phia, the next year after the settlement, one of the earliest subjects 
to attract the attention of the people was the establishment of a 
school. The first medical school in America was established among 
yourselves. As you well know, in almost every county in this 
Commonwealth there is a university or a college. We have the 
University of Pennsylvania, the Jefferson Medical School, as well 
as Bryn Mawr, Bucknell, Lehigh, Washington and Jefferson, 
Franklin and Marshall, and many other colleges. It is almost 
impossible to name them all. But colleges and universities by no 
means cover the field of education. The state, as you likewise 
well know, gives out of its resources six millions of dollars to main- 
tain the public schools 



53 



Power of a Correct Thought 

The greatest of forces which have moved mankind, is a great 
correct thought. Power dissipates, wealth is scattered, ah the 
influences that tie men together are presently broken ; but the man 
who has a correct thought and develops it in action establishes 
something on the face of the earth that will last forever. (Applause.) 

When Moses first talked of the unity of the Godhead, of the 
Supreme Being, he determined the future of mankind. When a 
peasant up in the mountains of Switzerland first suggested the 
separation of Church and State, he then, as it were, created the 
government under which you are now living. (Applause.) The 
man who in the cause of education suggested the idea that there 
are masses of people over the earth who cannot go to colleges and 
universities, who have not even the time to go to the common 
schools, but who need the up-lifting of training and education — he 
did a lasting and a beneficial work. (Applause.) 

On looking hurriedly over your program, I see that nine hundred 
and thirty thousand young men and women have enjoyed the bene- 
fits of this School. Think what that means! Look at the signifi- 
cance of that thought. And happily, fortunatel}'', this School 
was established here in this community. I have just been riding 
around your hills and have seen your beautiful landscapes, I have 
seen the evidences of thrift everywhere exemplified about you. 
In order to meet the needs of the present day, where could a school 
of this kind be better established than in this growing, strong, 
and resourceful community? (Applause.) 

Happily it so occurred. And now, at the end of fifteen years, 
you meet to celebrate its establishment, you meet to look back 
over the success that has been accomplished. It is the hope of 
your people, it is the hope of the Commonwealth, and it is the 
general belief that this great Institution will go on into the future 
with like success and with continued prosperity. (Applause.) 




54 



THE INTERNATIONAL 
CORRESPONDENCE SCHOOLS 

THOMAS J. FOSTER 

President of the International Textbook Company 

On the occasion of the first formal celebration of an anniversary 
of an educational institution conducted on new principles, it is 
fitting that the plan through which its success has been attained 
should be officially stated. This task devolves on me by reason of 
my position at the head of the institution. 

The Schools had their beginning in efforts to teach coal miners 
to qualify for the examinations that candidates for appointment 
as mine inspectors and mine foremen must pass in this and o';her 
states. To pass these examinations, they must solve the forrriulas 
governing the flow of air through mine passages and utideiscand 
the gases met with in mines, mine surveying, and the ixachmery 
used about mines. To do this, they need to know rcvdny of the 
processes in arithmetic, including involution, evolutic a ;.atio, and 
proportion; the use of the signs and symbols employe;! rn ioiinulas, 
the application of formulas and their solution, and something 
of Chemistry, Geometry, Trigonometry, Mechanics, c.nd Hydro- 
mechanics. It is no ordinary educational problem to impart this 
knowledge to men who never attended school, or did so for only a 
year or two before they were put to work; who are ignorant of the 
first processes of arithmetic; whose average age is twenty-seven; 
who work every day in the mines; who have families to support; 
who cannot quit work to attend a day school; and who will not 
attend a night school because they cannot be present at every 
session, and because they are ashamed to expose their ignorance to 
others who attend; who, when studying at home, use the kitchen 
table for a desk and often rock the cradle with one hand, to keep 
the baby quiet, while holding their lesson paper in the other — it is 
no ordinary educational problem, we say, to impart this knowledge 
to such men. The present I. C. S. plan of teaching is the perfected 
system with which men conditioned and situated as described are 
qualified in all the subjects of a mining education, and made mining 
engineers, mine inspectors, mine superintendents, and mine foremen. 



55 



Drawing Taught With Success 

In perfecting the system to teach mining, we learned that 
we could teach all the engineering trades and professions. 
The first contracts provided that the miners should come to 
Scranton to learn Surveying and Mapping in day classes under 
the instruction of present teachers. We did not know that we 
could teach the use of surveying instruments or drawing by mail. 
But the students could not spare the time nor afford the expense 
to attend classes at Scranton. We were compelled to experiment, 
and were successful in making a textbook from which the student 
could learn, without the assistance of a present teacher, to use a 
surveying instrument and make a map. A few years later, we 
were teaching Mechanical and Architectural Drawing to thousands. 
We have enrolled to date over one hundred thousand students in 
Drawing Courses, and Drawing is part of the instruction in all 
the Engineering Courses. We have over eight thousand students 
in Art Courses, in which are taught, among other subjects, Free- 
Hand Drawing, Perspective Drawing, Pen-and-ink Rendering, 
Water-Color Rendering, Drawing from Nature, Drawing from 
Casts, and Drawing from the Human Figure. 

An idea of the present scope of the instruction work may be 
obtained from the thirty-one schools into which the teaching 
organization is divided. Each of these is in charge of a Principal, 
who may have an Assistant Principal and will have in his separate 
organization from one-half dozen to over fifty Examiners and 
Assistant Instructors. 

Specialized Instruction 

The titles of the thirty-one schools are: Advertising, Archi- 
tecture, Arts and Crafts, Chemistry, Civil Engineering, Civil Service, 
Commerce, Drawing, Electrical Engineering, Electrotherapeutics, 
English Branches, French, German, Spanish, Law, Lettering and 
Sign Painting, Locomotive Running, Mathematics and Mechanics, 
Mechanical Engineering, Coal Mining, Metal Mining, Navigation, 
Pedagogy, Plumbing, Heating and Ventilation, Sheet-Metal Work, 
Shop and Foundry Practice, Steam and Marine Engineering, 
Structural Engineering, Telephone and Telegraph Engineering, 
Textiles, Window Trimming and Mercantile Decoration. 

One of the most important features of I. C. S. instruction is 
specialization. We teach workers who must take for study, time 
which would otherwise be given to recreation and rest. They 
study under so many disadvantages that their instruction must be 



56 



restricted to the processes and principles of the particular trade 
or part of a trade in which they desire to be educated. Therefore, 
the instruction is grouped into many Courses, to suit the require- 
ments of the students. Thus, there are stationary engineers who 
wish to qualify to care for and operate a small steam plant; others, 
who want to qualify to take charge of a plant of two hundred and 
fifty horsepower; and others who want to qualify to superintend a 
plant of thousands of horsepower. We have, therefore, three 
Steam Engineering Courses. In the advanced Courses, the subjects 
are treated at greater length and instruction in more subjects is 
included. The School of Electricity teaches thirteen Courses; the 
School of Mechanics, ten, and so on. 

Unique Plan of the I. C. S. 

The plan of the Schools differs from the methods usually em- 
ployed in teaching, in the following particulars: 

First. — The textbooks used are prepared specially for home 
study. 

Second. — The work of the student is corrected, and he is directed 
and assisted in his studies, through the mails. 

Third. — The Courses of Instruction are sold on the monthly 
instalment plan, through publicity and solicitation, to persons, 
the majority of whom before they are approached by Representa- 
tives of the Institution, have not seriously thought of self-improve- 
ment. These miners, mechanics, and others, are induced to under- 
take Courses of study by inspiring the desire for technical educa- 
tion and creating the self-confidence necessary to begin the work. 
Students that become discouraged and quit studying are recan- 
vassed and induced to resume their studies by the Representatives 
as they call on them from month to month for their instalment 
payments. 

(The rules followed in the preparation of the home-study 
textbooks and the methods of examining and correcting the stu- 
dents' answer papers and of assisting them in their work, will be 
described in papers to be read at these exercises.) 

How I. C. S. Courses Are Sold 

Five per cent, or more of the Scholarships are sold to men 
engaged in the engineering trades and professions — some of them 
graduates of scientific schools, who buy the texts for reference 
purposes, because they are concise, complete, practical, and better 
indexed than other technical publications. 



57 



Twenty per cent, are sold to persons who desire to qualify for 
Civil-Service examinations or the examinations in mining, steam 
engineering, electricity, plumbing, etc., required by many states 
and municipalities, or who are alive to the advantages of technical 
training and desire to educate themselves to obtain promotion or 
advancement. 

Thus, about twenty-five per cent, of the business comes through 
the demand for a practical system of home study in the theory 
of the trades and engineering professions, but the larger part — 
seventy-five per cent. — is secured by creating the demand. 

You cannot give away education ; you can give free instruction. 
Men will not study unless strongly influenced. Students with 
whom the desire for improvement is a controlling motive, will 
take full advantage of opportunities for free instruction, but the 
proportion of the ambitious to the whole number that should 
study, is small. Most of those we enroll will not accept a Scholar- 
ship as a gift on condition that they are to use it, before their 
ambition is aroused and their self-confidence stimulated. 

Of the great majority who undertake to study, it is true that 
they need in the start, until the study habit is formed, every aid 
to perseverance. The more this class pay for tuition, the better, as 
the fact that they themselves pay the price is an incentive to work. 

Inspirational Publicity and Solicitation 

The greater portion of the I. C. S. Courses are sold to careless 
and indifferent persons, by arousing their ambition, building up 
their self-confidence, and inducing them to enroll by what I shall 
call inspirational publicity and inspirational solicitation. 

There are but two ways to sell: first, through publicity, which 
is advertising; and, second, through solicitation, which is salesman- 
ship. We employ both. We publish and talk the benefits of 
education and the great rewards open to men who can do work 
better than their fellows ; that education is the key to the door- 
way to success ; that we have a practical means for men that work 
to educate themselves in their work at their work; that a man can 
form the study habit and educate himself; that we have special 
textbooks, easy to learn, easy to remember, and easy to apply; 
that the price is within the reach of all since it can be paid at the 
rate of five dollars or three dollars per month, and that if, for any 
reasonable cause, such as sickness, or loss of employment, the 
student is unable to make his payments promptly, he is given 
time, and permitted to continue his studies in the interim without 
additional charge. 



58 



We advertise in every publication from which we can obtain 
prospects, a name for persons sufficiently interested to make inquiry 
about the Courses of Instruction or methods of teaching, at a cost 
not too great, and are using a hundred mediums, mainly magazines 
and trade journals. If we had the capital to carry large advertise- 
ments in the daily papers for a year or more, we could probably 
obtain results through them, and also through bill-board and 
street-car advertising. 

The advertising is made efifective by illustrations that catch 
the attention of the indifferent, untrained mechanic, make him 
realize his unfortunate position, and suggest to him that he can 
improve his condition by mastering the theory of his trade. 

The Unambitious Inspired to Study 

The enrolment is not made from the educated or cultured 
classes; the only qualification required to enter for a Course is 
the ability to read and write English. The plan is intended for 
persons ignorant of elementary mathematics who cannot attend 
a regular school to study, and for whom there has heretofore not 
been provided a practical means for self-education. We find that 
drawings, such as "Are Your Hands Tied," "On Which Side of 
the Desk Are You," etc., will halt these people as they drift 
through life, and give them the first suggestion they have ever had, 
perhaps, that there is something better to which they can attain. 

If our advertisements were simple announcements of technical 
courses to sell, as are the advertisements of the regular schools, 
we would not have one inquiry where we now have a dozen. It 
is said that last year if there had been ten graduates from the 
Massachusetts Institute of Technology for every one that did 
graduate, they all could have found employment at good salaries. 
Why not advertise this important truth so that young men may 
be induced to take advantage of the opportunities offered by 
that great institution and others like it? 

One of the greatest needs of the time is some agency to make 
more of the people desire education sufficiently to deny themselves 
to obtain it. If Mr. Carnegie will supplement his magnificent 
gifts for libraries by establishing a foundation to provide half 
a million dollars annually to be expended in advertising the 
benefits of education and the resources of his libraries, he will 
be surprised by the great increase in the number using his libraries. 

This inspirational advertising in magazine and trade papers, 
in millions of circulars placed in the homes of the country every 
month, in exhibits in retail-store windows, and in shops where 



59 



mechanics are employed, produces prospects. An inquiry received 
from the advertising is answered by the Mail Sales Department, 
and, if the prospect resides in a Route, his name and address is 
forwarded to the Representative of the Schools who calls upon 
him, furnishes information required, and solicits him to enroll. 

I. C. S. Field Organization 

The Field Organization of the Schools consists of eight hundred 
Routes, grouped in two hundred and forty Divisions of three or 
more Routes each, which are arranged in thirty-four Districts of 
seven or more Divisions each, and covers the United States and 
Canada. Twelve hundred salesmen represent the Institution in 
these Routes, Divisions, and Districts. 

There is also a Railway Organization, in charge of a General 
Manager, in which there are employed eighty salesmen. The 
Schools own and operate seven Air-Brake Instruction Cars, a 
Dynamometer Car, and a Passenger Railway Service Testing Car. 
There are instructors lecturing on Combustion of Fuel and Firing, 
on nine cars that are furnished by Railroad Companies. We are 
soliciting business on over one hundred railroads in the United 
States and Canada, to whose employes we sell Locomotive Run- 
ning Scholarships at reduced prices, in consideration of facilities 
for doing the work provided by the Company. The first arrange- 
ment of this kind was made with the Canadian Pacific Railway 
eight years ago. That we have been selling on this road ever since, 
and are doing as large a business now as at any time in the past, 
is evidence of the excellence of the educational service we give. 

Salesmen Awaken Ambition 

The salesmen arouse the ambition of people ignorant of or 
indifferent to the advantages of technical education ; create in them 
a desire for self -improvement ; convince them that they can educate 
themselves by home study ; and induce them to undertake Courses 
of instruction, and afterwards encourage them in the cultivation 
of application, concentration, and the study habit, that they may 
persevere in their studies. 

A salesman can tell more effectively than advertisements the 
story of the great disadvantages the working man labors under, 
who is ignorant of arithmetic, drawing, and the theory of his trade, 
and can speak with more effect of the opportunity offered by the 
Schools to remove these disadvantages. He makes the prospec- 
tive student dissatisfied with his present condition, and points out 



60 



the road to better fortune. He can give full particulars, answer 
objections, and remove doubts. He convinces the prospect by 
his earnestness, and, if necessary, convinces the wife or father, or 
mother, or all of them. It is often necessary to do this, because 
an engagement to pay for a Scholarship is an important transaction 
for many working men, and other members of the family must 
sometimes be consulted. Most of the students obtained from 
advertising prospects are enrolled by salesmen. The advertise- 
ment secures the interview for the salesman. 

Inspirational Work by Students 

The student body created during the past fifteen years is as 
productive a source of prospects and enrolments as is the adver- 
tising. The alumni of a college are a valuable asset ; and the army 
of hundreds of thousands of I. C. S. students is a powerful ally in 
promoting our interests. The student enrolls, makes sufficient 
progress in his Course to derive benefit, and tells his friends. An 
advertisement is not so effective as the testimony of a student 
who, through home-study training, has advanced in his trade, or 
in some other occupation, to a position of responsibility. Seeing is 
believing. Such testimony creates a desire for improvement in 
thousands who might otherwise remain indifferent. Every month, 
hundreds of students are promoted. They know the work and its 
great value and can intelligently and earnestly urge their fellows 
to do as they have done. 

Many students voluntarily assist the salesmen in enrolling their 
friends, and all who do assist are paid for the service, if they will 
accept payment. The students are systematically solicited to aid 
in the work, on altruistic grounds, and without their assistance the 
large enrolment required to minimize costs could not be obtained. 
The same equipment in textbook plates, buildings, printing plant, 
etc., and the same organization at home and in the field would be 
required if the enrolment were but five thousand per month. 

Benefits Derived by Students 

In considering the educational work being done by the Schools, 
it must be investigated from two points of view: (1) the benefit 
derived by the individual student; and, (2) the proportion of 
students benefited. 

The booklet which you found in your seats, entitled "Short 
Extracts from the School Histories of I. C. S. Students," will help 
in forming an opinion as to the value of the work to the student. 



61 



If any gentleman desires to inquire further into this subject, we 
wiU furnish him with a Hst of the students Hving in his own locaHty 
whom he can interview. The Hmits of this paper wih only permit 
me to say that with I. C. S. texts, and help through the mails as 
given by the I. C. S. Instructors, any man can learn to draw and 
obtain a full knowledge of the theory of any of the trades and 
professions we teach. To that extent and all it stands for, we can 
help a man starting without any knowledge of mathematics. 

As to the proportion the students helped bear to the whole 
number of students, it is impossible to give exact figures, but an 
approximately correct estimate can be made. 

As previously stated, most of tl.e Scholarships are sold on the 
instalment plan on small first payments, by inspirational publicity 
and solicitation, to persons who have never done any studying and 
who are not accustomed to self-denial. It is much easier to resolve 
to study than to study, and many are enrolled who do not become 
students. For the man who agrees to study and pay, and does 
not, we are not responsible. About two-thirds of those enrolled 
pay for their Scholarships, occupy the status of a matriculated 
student in a college or university, and are entitled to I. C. S. 
instruction. Three out of every four of these are benefited. 

Comprehensive Courses of Study 

Considering the amount of work involved in completing the 
Courses, the circumstances of the students and the fitness of the 
textbooks for home study without assistance, it is not to be expected 
that many students will pass the final examinations and receive 
Diplomas. The Courses are complete; they describe all appli- 
cations in a trade or profession, and many of them require a great 
deal of time and study. The Electrical Engineering Course 
embraces 5,702 pages, and the Architectural Course, 5,296 pages 
of instruction matter. To answer the examination questions of 
the Complete Coal Mining Course will require the student to write 
117,000 words, make 83 diagrams, and 14 drawing plates; the 
examination in the Electrical Engineering Course requires 120,000 
words, 157 diagrams, and 39 drawing plates, and the Architectural 
Course requires 96,600 words, 101 diagrams, and 55 drawing 
plates. The average time taken by students to complete the Coal 
Mining Course is 4 years and 3 months; to complete the Electrical 
Engineering Course, 4 years and 2 months, and to complete the 
Architectural Course, 3 years and 8 months. The longest time 
taken by a student to finish the Complete Coal Mining Course 

62 



was 13 years and 2 months, the Electrical Engineering Course, 
9 years and 10 months; and the Architectural Course, 9 years 
and 5 months. 

One hundred thousand students have completed their Courses 
in full, or have completed the preliminary papers of their Courses 
and a number of the advanced papers, or have received a mark 
of ninety-eight per cent, on an advanced plate in drawing, which is 
given to none but persons who hav6 learned to draw. Over thirteen 
thousand of the latter have received Diplomas or Certificates of 
Proficiency, the latter being Diplomas for the shorter Courses. 

History of First Five Hundred Students 

The first five hundred students were enrolled between October 
16, 1891, and May 20, 1S92, in the Complete Coal Mining Course, 
the only Course taught at the time. An examination of the records 
shows that three hundred and eighty-five, or seventy-seven per 
cent., completed one or more subjects of the Course, and forty-six 
completed the Course. The average number of papers passed by 
students who sent in work, was ten. The majority were content 
with completing the papers on Arithmetic, Mensuration, and Mine 
Ventilation, which would qualify them to pass the examinations 
for mine foremen. 

Many of these students have passed away, and of others we have 
lost all trace. We have compiled a list of one hundred, who, 
with few exceptions, were miners when they enrolled. Fifty 
of them are now coal operators, mining engineers, mine inspectors, 
or mine superintendents, and the rest are mine foremen. 

No. 1. Thomas Coates, who is with us today, a miner when 
he enrolled, is a mine foreman. 

No. 4. Joseph Knapper, then a miner, now an inspector 
of mines. 

No. 16. Jesse Ainsworth, then a miner, now a mine super- 
intendent. 

No. SO. John H. Jones, then a miner, now a coal operator and 
millionaire. 

These first five hundred students did more studying than the 
average I. C. S. student. They nearly all enrolled without solici- 
tation, to qualify for the examinations, and had a strong incentive 
to work. Over seventy-seven per cent, completed one or more 
subjects of the Course, while but one-half of all the students pass 
one or more of the subjects of their Courses. 



63 



How Much Studying is Done 

The fifty per cent, of students who pass in at least one subject 
of their Course, pass, on an average, three subjects; they complete 
arithmetic, geometrical drawing, and mechanical drawing; or, arith- 
metic, geometrical drawing, and architectural drawing; or, blow- 
piping, assaying, and mineralogy; or, arithmetic, mensuration, and 
mine ventilation; or, any three of the five hundred subjects taught 
by the Schools; or they complete a single subject like arithmetic, 
or a Course of thirty or forty subjects. It takes the average 
student nearly four months to finish a subject; so that one-half of 
all the students study on an average one year with the Schools. 
There can, therefore, be no question that fifty per cent, of the 
students are benefited. 

Ninety per cent, of the students when they enroll cannot work 
fractions, and, therefore, those who complete only Arithmetic 
are benefited. As the examples in Arithmetic for each Course 
apply to the trades of which the Courses treat, a person mastering 
them learns arithmetic and at the same time many of its appli- 
cations in his trade. 

Easy to Learn, Remember, and Apply 

Having intended only that the I. C. S. Textbooks for home 
study should be easy to learn, easy to remember, and easy to apply, 
when a teacher assists by mail, we have found by trial that they 
are easy to learn, remember, and apply, without a teacher. It is 
our practice to furnish students, when they enroll, with a complete 
set of the texts of their Courses, bound in half leather; they are 
furnished with another set in pamphlet form as they proceed with 
their studies. Many students complete one or two subjects of 
their Course, send in no further work, and use their textbooks for 
home study without the assistance of their Instructors. 

Many Courses are bought by engineers, managers of works, super- 
intendents, and others, with the intention of using them for study 
without the assistance of a teacher or for reference purposes. 
Others who intend to send their work for correction, find that they 
can obtain from the Bound Volumes alone the knowledge needed 
for promotion and advancement; and send in no work. 

The Case of Michael J. McHale 

The case of Michael J. McHale, G-728, who is here today as a 
guest of the Schools, shows what men who have nearly everything 



64 



to learn can accomplish with I. C. S. textbooks without the assist- 
ance of the Instructors. Mr. McHale, while working as a miner, 
was solicited by a Representative one afternoon just after receiving 
his pay, to enroll for a Course. He was convinced that it would be 
to his advantage to study, but as he had received only eleven 
dollars for the month's pay and had a wife and two children to 
support, he concluded to take the Representative to his home 
and have him lay the matter before Mrs. McHale. She also was 
convinced that her husband should study, and although they 
could hardly see their way to do it, Mr. McHale enrolled and gave 
five dollars out of the eleven dollars as the first payment on his 
Scholarship. He is now a mine foreman. Children were formerly 
put to work in and around the mines at very early ages, and Mr. 
McHale started to work when he was only eight and one-half 
years old. He says he knew nothing of arithmetic when he began. 
Having promised the Representative that he would study one 
hour a day, he kept his word, and at the end of a year could extract 
square and cube root. While studying, he wrote an occasional 
letter to the Schools asking for explanation of difficulties met in his 
studies. These were answered, but he received no other assistance, 
for he sent no ansvy^ers to the examination questions of his Course. 



Students Benefit From Textbooks 

Recently one of the Principals visited a number of localities and 
made careful inquiry to ascertain what proportion the students 
that use their textbooks for studying without sending in work for 
correction and derive benefit by so doing, bear to the whole number 
that pay for their Courses. He reported that twenty-five per cent, 
of the students are using their textbooks without assistance from 
the Schools, and are deriving such benefit that they are enthusiastic 
friends of the Institution. It is the opinion of others who have 
investigated the matter that this is a conservative estimate. 

Counting those who use the textbooks for study at home with- 
out assistance from the Instructors, seventy-five per cent, of the 
students are benefited. 

The delinquents, the name coined for persons enrolled who will 
not study and do not pay, are a loss to the Schools. The cost of 
enrolling and furnishing them with first work is more than the 
average amount received, and the fact that they undertake the 
work and fail to persevere, deters others from enrolling. 



65 



Systematic Encouragement of Students 

Representatives start persons at their studies who cannot 
understand the printed instructions how to commence the work, 
and then help them to master the processes of arithmetic and solve 
difficult problems. They receive the same commission for rein- 
stating a delinquent that they do for enrolling a new student, and 
it is a rule that delinquents must be induced to resume their studies 
and payments if it is possible to get them to do so. 

If a person enrolled fails to send in work within sixty days, 
he is written to by the Instruction Department and advised to 
begin his studies; if he commences to study and stops, he is urged 
at intervals to resume the work. Last year one hundred and 
thirteen thousand eight hundred and thirty-one such letters were 
written. 

Our Encouragement Department, at the request of salesmen 
who furnish particulars of the student's character and habits, 
writes about fifteen thousand letters per year. These letters, 
written by men of more than ordinary ability for this work, induce 
many to return to their studies. 

Magazine of Inspiration for Students 

Persons enrolled receive for a year, free of charge, the monthly 
publication "Ambition." The purpose of this journal is to create 
a desire to profit from the advantages of study, stimulate to perse- 
verance, and develop self-reliance. 

It is made the duty of teachers and Representatives as they 
correspond with students or come in contact with them, to permit 
no opportunity to pass unimproved to impress upon them the 
great good to be gained by completing the Courses of study; to 
convince them that the habit of study is not more difficult to form 
than other good habits, and that such habit once acquired, carries 
with it the power of concentration, the quality most necessary to 
business success. 

A Department composed of teachers who show special fitness 
for the work, instructs those who find great difficulty in learning, 
and a particular Instructor is assigned to a very slow student, with 
instructions to insure his success if it takes all of the teacher's time. 

If the student so desires, his employer is informed of the prog- 
ress he makes in his studies. As the student passes each Instruction 
Paper, he is notified that if he will send us the address of his 
employer, of an officer of the company for which he works, or of any 



66 



other person whom he wishes to be informed that he is studying, 
the Instructor will write such person and inform him that the 
student has completed the Paper. 

Students' Aid Department 

Our Students' Aid Department writes letters for students out 
of work, or desirous of changing their work, to the persons to whom 
they are applying for employment, giving their school history. 
The Students' Aid also assists students out of work, or seeking a 
change of work, in finding employment, and furnishes draftsmen, 
mechanics, and others with special training, to employers in need 
of them. 

On the payment of a transfer fee of one dollar, a delinquent 
student is transferred to another Course of instruction, if he thinks 
he can do better than in the Course for which he enrolled. 

Delinquency in payment does not suspend a student's privi- 
leges. The instruction records are not checked against his account. 
As in the winter months we correct the work of twenty thousand 
students a week, this saves expense, and besides, a student who 
obtains advancement through his studies, even if he does not pay, 
is worth something to the Schools. We do not, however, give a 
delinquent who studies through his Course and passes his final 
examinations, a Diploma, until his account is paid in full. 

We are now holding the Diplomas for a number of delinquents. 
A student in Michigan, enrolled three years ago, completed the 
Sheet-Metal Pattern Drafting Course last week, although he had 
made only the initial payment of five dollars on his Scholarship. 

The business requires large capital. The textbook plates 
for the Courses of Instruction cost $1,500,000. The buildings, 
printing plant, and furniture represent an expenditure of $1,000,000, 
and there is invested in stocks of paper and publications to con- 
duct the business, $500,000. The Scholarships are sold on the 
instalment-payment plan and the accounts receivable amount to 
$3,500,000. We have $100,000 invested in cars used in instructing 
railway employes, and are the largest importers of drawing instru- 
ments in the United States. 

A Commercial Enterprise 

This is a commercial enterprise. It is necessarily so. The 
capital could not have been secured unless dividends were earned 
and paid. That the money to commence the business was obtained 
was surprising to many, because it was an experiment. The idea 



67 



of conducting a large school of any description and making it pay 
was new. It would have been impossible to secure millions at 
the start, but the beginning was small; a profit was made each year 
and the necessary capital taken in as the business grew. 

There are four thousand stockholders, among whom are many 
successful students. They invest in the stock of the Company 
because they believe that the most permanent and profitable 
business enterprises are those supplying a general want; that at 
this time when capital and industry, as well as education and 
invention have joined hands in improving the conditions of living, 
there is as great a demand for trained brains as there is for food 
or clothing; and that a technical school conducted on the lines 
this is, with so wide a field of operation, should be as profitable 
as a mine or a mill or a tobacco factory or a brewery. 

Superior Educational Service 

But because the business is conducted on a commercial basis, 
it does not follow that the service performed is inferior to that of 
other educational institutions, part of whose income is derived 
from endowments or to such as are maintained by the State or 
National Governments. 

Home study under a teacher who directs and assists the stu- 
dent by correspondence is more difficult than study where the 
recitations are made to a present teacher. But its greater diffi- 
culty is compensated for in its stronger influence in developing 
the traits of character that make most for business success — self- 
reliance, concentration, and exactness. 

The student who educates himself studying at home after 
working hours proves his strength and ever after has confidence 
in himself. Without a teacher, he acquires the habit of concentra- 
tion; and in writing the answers to the examination questions, he 
learns to work accurately. This is coming to be known by employ- 
ers, many of whom, in seeking help, give preference to I. C. S. 
students. Even the Certificates of Progress attached by the 
Instructors to corrected recitations, are helpful in obtaining posi- 
tions and promotions. 

Suits Convenience of Student 

The rules of a home-study school conducted for profit, as this 
is, are made to suit the convenience of the student and not of the 
teacher. An I. C. S. mining student may begin his studies in the 
coal mines of Pennsylvania, continue them while prospecting in 



Alaska, and finish them in the gold fields of South Africa. He 
studies one hour a day or one hour a week, as he feels inclined. 
Some students take one month to finish the Algebra of the Mechan- 
ical Course in which the subject is treated only as far as Quadratic 
Equations, while others take eighteen months. Students frequently 
quit studying for years and then take up the work where they left 
off. In our contract, we provide that we will issue Diplomas only 
to such students as pass final examinations to our satisfaction, 
but we agree to teach the student until he is qualified to pass the 
examination. We have a few students unable to understand the 
principles taught, who have been through the Courses two or 
three times, and are still unable to pass the examinations. 

To get new business, we must satisfy our customers. The 
student must have value for the money he pays or he will not 
recommend the Schools to his fellows. We cannot afford to offend, 
and the rule is to do more for the student than we contract to do, 
and to meet his demands on our time and resources, provided that 
it is possible to do so. We receive hundreds of letters every week 
from students asking for technical information not covered by 
their Courses of Instruction, and which we are not under obliga- 
tions to answer, all of which are carefully answered. I have known 
a Principal to spend three days answering a question which we were 
not required to answer. We cannot answer all questions of this 
character, but we can and do tell the inquirer where, in our text- 
books or in others, he can find the knowledge wanted. 

It will be apparent that regulations such as these largely 
increase the labor and expense of teaching, yet as the regulations 
must in all particulars suit the conditions and convenience of the 
student and not those of the teacher, they are our practice. 

It is more difficult, teaching by mail, to say "No" without 
giving offense, than for the teacher who has the student before 
him, yet because we must please, we find a way to meet the demands 
of the unreasonable and exacting, and hold their good-will. The 
business is conducted for gain, but with gain as the motive influen- 
cing his teacher, the student fares as well as when he is the bene- 
ficiary of the State or of the philanthropist. 

Immense Volume of Business 

Some idea of the volume of business done by the Schools and 
the work involved in disposing of it may be obtained from the 
following data: 

In the school year ending May 31, 1906, there were examined 
and corrected 743,754 sets of examination questions to Instruction 



69 



Papers, drawing plates, and language phonograph records. There 
were 159,482 letters written in reply to students asking for explana- 
tions of difficulties met with in their studies. The postage paid 
at the Scranton post office was $105,468. An average of nine 
thousand persons were enrolled per month, six thousand of whom 
matriculated. We have seventy-five thousand instalment accounts 
and collect on fifty thousand every month. The students do not 
pay regularly, the average being two payments every three months. 

The first year, the receipts of the Schools were $14,991 ; the 
second year, $35,939; the third year, $73,844. Last year they 
were $4,200,000. Last month, they were $425,000, which is more 
than in any pievious month. We receive $40,000 per year from 
New Zealand; $30,000 per year from South Africa; the Canadian 
Agencies send us $180,000 per year. The whole amount received 
in- the fifteen years that the business has been conducted is 
$28,775,000. There has been paid $2,300,000 in dividends to the 
stockholders. 

We have an Instruction Department in San Francisco and are 
about opening an Instruction Department in Wellington, New 
Zealand, for students in Australasia. The Instruction Department 
at Wellington will reduce the time between the students in New 
Zealand and the Schools, two months. 

We are arranging to do special work on the vessels of the 
United States Navy. Of the seventeen warrant officers promoted 
to be commissioned officers under the recent Act of Congress, 
thirteen are I. C. S. students. 

We bind our textbooks and Library of Technology in half 
cloth and leather, and are the largest individual publishers of 
books in that class of binding in the world. 

Vast Field of Work 

The field for the work is commensurate with the industries of 
the country. The American artisans working in the trades covered 
by our Courses, number millions. The total enrolment of the 
Schools barely exceeds the number of carpenters in the United 
States. Teaching the theory of their trades and professions to 
persons already employed is only one branch of the work; other 
equally important branches are the preparation of dissatisfied 
persons for more congenial occupations, and giving to young per- 
sons about to enter the trades, technical training to enable them 
to advance more rapidly than they otherwise would. 

Every year approximately one million six hundred and fifty 
thousand young men and women reach the age of twenty-one in 



70 



the United States. Of these, only a few thousand enter scientific 
colleges and institutes. Many of these leave before graduation 
and in time become customers for mail Courses, as do many gradu- 
ates who buy the Instruction Papers because they are more 
practical than regular textbooks. 

However, the work of the Schools is not confined to the artisan 
and laboring classes. We have Courses that business men and 
young men and boys who expect to become business men, should 
study. They are the Courses in Banking, Commercial Law, 
Window Dressing, Show-Card Writing, and Advertising. It is as 
important for a business man to have a knowledge of advertising 
as it is that he should know commercial arithmetic. We have 
thousands of female students, many of them taking the Arts and 
Crafts Courses in which drawing, illustrating, and designing are 
taught; and many are studying French, German, or Spanish with 
the phonograph, in the interest of culture alone. 

The field cannot contract, but must expand. In the world's 
requirements for trained heads as well as trained hands, no back- 
ward step will ever be taken. Not only will the demand for 
technical education continue to grow in established industries, 
but it will be increased by the development of new industries. 

Moral Influence of the I. C. S. 

In concluding this paper, let me say that the I.C. S. is doing 
more than making skilled brain workers to direct and develop 
the industries, more than training inventors to seek after the nine 
hundred ninety-nine parts of truth which Mr. Edison says the 
race has still to learn. Its Representatives are working in every 
city, town, and village of the country, inducing men to give up 
idleness and spend their spare time in study. It takes the careless 
off the street corners, out of the saloons, pool rooms, and bowling 
alleys, and, by preventing the waste of money on drink and 
useless pleasures, puts clothing on the backs and food in the 
mouths of wives and children. 

It inspires to self-denial, works for concentration and accuracy, 
and develops self-reliance, and thus makes forceful men, who do 
things. Such men are the reliance of the State; the workers whose 
intelligence, industry, and courage keep the country in the fore- 
front of progress. 

Teaching by correspondence is not new, but the plans that we 
employ to make it efficient and obtain its use by the people are 
new. We have opened a new field of educational endeavor in 



71 



which the work of the teacher is made more effective by the inven- 
tion., by the advertising knowledge, and by the executive and 
organizing power of the business man. 

When we succeeded in producing textbooks that removed 
many of the difficulties and lessened the labor of the home student, 
there was revealed an educational light which, brightened by 
advertising and salesmanship, has shone around the world, and 
benefited hundreds of thousands. 

A plan of teaching so far reaching that, operated in an interior 
city of Pennsylvania, it can educate and make better men and 
citizens of working people in New Zealand and South Africa, is 
something worthy the encouragement of all interested in the 
improvement of the individual and the elevation of the race. 




72 




HON. CHARLES EMORY SMITH 



EDUCATIONAL INFLUENCE 
OF THE PRESS 

HON. CHARLES EMORY SMITH 

Ex-Postmaster General, Publisher of the Philadelphia Press 

Mr. Chairman, Ladies and Gentlemen: 

As you have discovered from your program, I am a "butter in." 
In self-defence, I ought to speak more accurately, and to use the 
passive instead of the active verb, and say, "I am butted in." 
(Laughter.) 

Fortunately for myself, and still more fortunately for you, 
I am limited to a few minutes. But I am glad to be here on this 
occasion. It is worth coming to Scranton to have heard the 
paper that has just been read. (Applause.) 

World-Wide Temple of Education 

I was delighted beyond expression at the manner in which you 
received Mr. Foster. It was your recognition of, and your affec- 
tionate tribute to, one who had a great conception, and who has 
wrought out that conception with extraordinary ability and organ- 
izing power — to an educator who has built up a splendid temple, 
whose great corridors and whose stately colonnades spread all 
over our land. 

He modestly said that he was not a good speaker or a good 
reader. Well, if I understand rightly, the foundation of good 
speaking or good reading, is to have something to say (applause) 
or something to read; and I am telling you but the truth when 
I say, that as my memory runs back for long, long years — longer 
than I would dare mention in the presence of these ladies (laughter) 
— to the time when I heard Charles Dickens read from the Christmas 
Carol the story of "Tiny Tim," I did not find it more fascinating 
than the story which has just been read here. (Applause.) 

I found it remarkably instructive and suggestive, and I am 
sure that I shall carry away from this occasion reflections that 
will be of advantage in my own vocation, as I am sure every listener 
may do likewise, whatever his or her vocation may be. 



74 



The Newspaper as an Educator 

Your Chairman has suggested that the newspaper is an "educa- 
tor." It is not for me to dispute his proposition. (Laughter.) 
The newspaper is an educator, sometimes good, sometimes, unfor- 
tunately, bad; and I could not help feeling, as I listened to the 
story of development of the extraordinary career of this School, 
that there are some parallels between your School and my own — 
and some divergencies. My school of journalism goes to the 
reader or to the student in his home. Your School also goes to 
the student in the home. My school leaves the reader to digest 
and master in his home what is presented to him. Your School, 
in a parallel way, leaves the student to master the lesson sent to 
him; but it does more than my school, for it invites the student 
to come back with his questions, and his examination papers; 
and though, Mr. Chairman, we in my profession sometimes profess 
to invite replies (laughter), we never fail to remember that we 
always have the last word. (Laughter.) 

My school scatters all over the universe, as wide as the range 
of human knowledge. Your School shows the power of concen- 
tration. 

I. C. S, Teaches Men to be Practical 

Your honored Mayor, in the exceedingly tasteful and felicitous 
address with which he welcomed us, dwelt upon the value and 
the importance of educative force in our Republic. Your School 
not merely teaches particular branches, but by the development 
of the intellectual power of its students, it has learned how to 
diffuse broad educational influence, how to enforce discipline, 
how to take minds with larger powers as yet undisplayed and 
develop those powers, and lift them up to a higher plane. Charles 
Lamb, you remember, said that he could write like William Shake- 
speare, "if he only had a mind to." (Laughter.) But he didn't 
have a mind to. Well, now, not all of us — very few of us — can be 
Shakespeares. You remember the man in Boston who was asked 
about Shakespeare, and he said, "Yes, he wrote almost as well 
as if he had come from Boston." But there is within the great 
body of men and women a mental power capable of doing larger 
and better things than many of them have done, if those minds 
are trained and equipped. And it is the great merit of this School, 
that it diffuses mental training and equipment wherever they 
may be sought. It teaches men to be practical. It teaches 



75 



men to aim at the object which is within their reach, or at the 
object that can be reached by a httle explanation. 

You remember the story of the captain in the Civil War who 
on his nightly round espied a light appearing over the neighboring 
hills. He called the corporal of the guard, and supposing it to 
be the light of the enemy, ordered the corporal to put a hole in 
it. The corporal sighted his gun, and then looked up and said, 
"Why Captain, that is the moon." "Never mind," said the 
captain, "put a hole through it anyway." (Laughter.) 

Aim at Attainable Mark 

Now, that may be a mark, but it is not real; it is not practical. 
What you do, is to teach men and women not only to aim high, 
but to aim at the object which is within their reach. In the old 
mythology, you will remember, the fabled bowman pointed his 
arrow at the stars; and though it left a gleaming train of light, 
it fell far short of the mark. 

The great object in life is to aim at objects within reach; this 
great School enlarges and expands the objects within the reach 
of plain men and women, so that the good it is doing is simply 
incalculable. 

I am amazed at this record which has been read here. Talk 
about "high finance!" (laughter) — my ten minutes are not 
quite up yet (cries of "Go on!") — talk about "high finance!" 
Wall Street isn't in it (laughter), with this record of the work 
that has been done by this School, and of the tremendous results 
accomplished here. It is simply astounding. I am only sorry 
I am not a stockholder. (Laughter.) 

A Lesson of Concentration 

A word now, about my own school, since the Chairman has 
invited me to follow that line. I say I have learned this morning 
a lesson here. It is a lesson of concentration instead of scattering; 
and I fancy I shall go back with something of a new conception. 
I wish I had that man right at my shoulder every day. In fact, 
if he ever gets out of a job here, I think I know where he can find 
a good one. (Laughter.) The man who can organize and develop 
as he has done, can find a place down in Philadelphia. I myself 
should be inclined to retire and put him in the editorial chair; 
for I think he would be like John Lane, editor of the London 
Times, who I have no doubt could write and write well — but who 



76 



never wrote. He had the power, however, of calling the men 
about him who could write, and of impressing himself upon those 
men in such a way that he molded the policy of cabinets and shaped 
the action of parliaments — the greatest editor the world has 
ever seen. 

We range all over creation. We take all fields for our realm. 
We even go into illustrations. (Laughter.) We print portraits 
at which one might well say as Hamlet said to the ghost of his 
father, "Thou comest in such a questionable shape." (Laughter.) 
I have myself, I must confess, been guilty of assassination; and 
I must equally confess that, as a righteous retribution, I have 
myself been assassinated. (Laughter.) It is only fair. Turn 
about is fair play, you know. I make no complaint, but we must 
learn, after all, the lesson which this School teaches — the lesson of 
thoroughness, of minuteness, of excellence; and when we shall 
have learned that lesson as thoroughly as it is understood in this 
School, the lesson of iteration and reiteration, the lesson of con- 
centration, then I am sure that we shall expand in our usefulness. 

I thank you, Mr. Chairman; I thank all of you for the pleasure 
and the consideration you have given me, and I go away with more 
of a feeling of Godspeed for this School. (Applause.) 




77 




JOHN JESSE CLARK, M.E. 



I. C. S. TEXTBOOKS 

JOHN JESSE CLARK. M. E. 

Dean of the Faculty of the Inlernalional Correspondence Schools 
Read by H. H. Sleek, Editor of Mines and Minerals 

That I. C. S. textbooks differ in many respects from regular 
textbooks is proved by their popularity and the enrolment of 
about nine hundred and thirty thousand students desiring to use 
them; that this difference is fundamental is demonstrated by the 
fact that the publishers of regular textbooks have not attempted 
to imitate our pubHcations. By the expression "regular text- 
books," I mean those ordinarily used by schools and colleges. 
It is the object of this paper to point out the differences between 
I. C. S. and regular textbooks, to give reasons for these differences, 
and to explain how I. C. S. textbooks are prepared. The regular 
textbook is one dealing more or less exhaustively with the subject 
or subjects of which it treats. Such a textbook covers practically 
the same ground as any one of half a dozen or more other text- 
books treating of the same subject, and differs from it in no essential 
feature. The aim of the author is to produce a work that may be 
used by ah who wish information that would naturally come under 
the heading under which the book would be classified, and he is not 
at liberty to restrict the scope of his book by leaving out sections 
ordinarilv included in works of that character. For example, if 
the book be on arithmetic and is to include percentage, the author 
would not dare to leave out a section on interest ; if the book be 
on trigonometry, he would not dare to restrict the solution of 
triangles to the method of right triangles only and omit all demon- 
strations; and so on with other textbooks. If he did any of these 
things, publishers would refuse to print the book, except at his 
own expense; schools would have nothing to do with it, because 
it would not meet their requirements. Its sale would be limited, 
to say the least. 

Different From Other Textbooks 

Yet the International Textbook Company is constantly and 
deliberately violating all recognized rules of textbook making, and 
its publications are more eagerly sought than any others. Why? 



79 



Because we give the student exactly what he wants and needs in 
connection with the particular line of study he desires to pursue — 
and we give him no more and no less. If he wishes to become a 
fireman of a stationary engine, and hopes that later he may become 
an engineer and perhaps have charge of a steam plant, we offer 
him a Course of study exactly suited to his requirements. The 
textbooks he uses have all been written especially for use in that 
Course. 

We require no preparation on his part beyond the ability to 
read ordinary English prose and to write it sufficiently well to 
make himself understood. (There have been many cases where 
this latter requirement was lacking and the student has dictated 
his work on the examination questions to his wife or to a friend.) 
A student taking a Course of this kind desires to know about the 
construction of steam boilers and steam engines and how they are 
operated and cared for. He wants to know the principles connected 
with the firing of a boiler and the relative values of different fuels. 
He must know how to solve the various problems pertaining to 
safety valves and how to calculate the strength of boiler shells, 
stayed surfaces, joints, etc. He also wants a knowledge of the 
different types of steam engines and steam pumps, how to set the 
valves, how to take, read, and work up indicator cards, etc. In 
addition, he may need information regarding dynamos and motors, 
and possibly, also, elevators. Furthermore, he objects to study- 
ing any subject or parts of a subject that will delay him in getting 
this knowledge. All the information he requires is included in 
the textbooks of our Steam Engineering Course, but he may not 
wish so much. We provide for this by dividing the main Course 
into smaller ones, by omitting certain subjects and making others 
optional. Later, if he wishes to study a more extensive Course, 
we transfer him to the Course he selects. 

You will perceive from the foregoing that all our Courses are 
special Courses. Our plan is to give every student exactly what 
he wants, and to prepare our textbooks in such manner that he 
can obtain the information he desires in the shortest possible 
time. Each Course thus has its own series of textbooks, written 
especially for it and adapted to it. This alone, however, would not 
be sufficient to account for the popularity of I. C. S. Textbooks. 

Clear and Concise 

In addition, we aim to make them so clear that they cannot 
be misunderstood by any one of average intelligence, and to make 
all explanations so full as not to force the student to ask any 



80 



questions or to leave anything for him to infer. In other words, 
we endeavor to anticipate all his difficulties, and we make use 
of every device the author, printer, and draftsman can think of 
in making the text and explanations clear. The author keeps 
constantly in mind the fact that there will be some student study- 
ing his book who cannot get assistance from any one, except by 
writing to the Schools, and then it may take six months to get an 
answer, in the case of a foreign student. The regular textbook, 
on the contrary, is written with the expectation that it is to be 
studied under the direct supervision of a teacher, to whom the 
student can refer in all cases of doubt or difficulty; in addition, 
it usually demands original work on the part of the student. 

I can make myself clearer by citing a specific case. I recall 
that about ten or eleven years ago one of our writers had occasion 
to describe how drawings and maps are colored, and gave some of 
the leading color combinations, such as, that yellow and blue 
make green, etc. I had never done any work of this kind, so 
I asked him if one color was ground in water, like India ink, and 
then the other color ground in until the desired secondary color 
was obtained, or if the colors were ground separately and mixed. 
I further stated that I couldn't see how the exact shade wanted 
could be obtained. He said "O! no! that is not the way: you 
paint one color on, and then you paint the other one over it." 
I am sure that would never have occurred to me from anything 
I had ever read. I was quite interested, and asked him if it made 
any difference which color was applied first. He said "No!" 
I then told him to put in his manuscript what he had just been 
telling me, as most of the students who studied his book would 
be fully as ignorant as I had been. 

Issued in Two Forms 

Before proceeding further, it should be explained that I. C. S. 
textbooks are issued in two forms. First, as pamphlets, bound in 
paper covers, and averaging about sixty pages each, which we call 
Instruction Papers; these are sent to the student, one at a time, 
to study from as he proceeds with his Course. Second, in volumes 
averaging about five hundred and fifty pages each, and bound in 
half leather and cloth. The number of Instruction Papers now 
in use or being prepared is about two thousand. 

We have two reasons for issuing the Instruction Papers and 
for limiting them to such a small number of pages: First, they 
are light and easily carried, and the student can study them at 



81 



any time and anywhere; the second, and principal, reason is that 
the student is far more Hkely to complete a subject or his Course 
if the Papers are short. He finishes studying a Paper before his 
mind has become confused over the multiplicity of new ideas 
presented to him, and writes his answers to the examination 
questions. He thus comes into early and frequent contact with 
the Schools, gets encouragement, and receives help and sugges- 
tions that are of great value in connection with his studies. To 
appreciate fully the work we are doing, it is necessary to keep 
in mind that in addition to teaching a student the subjects included 
in his Course, we are almost invariably compelled to train him in 
the study habit. We cannot compel him to study, and can only 
encourage him to keep on by giving him what he wants and making 
everything as easy as possible. That short Papers are a source 
of great encouragement to the student has been demonstrated 
many times. 

A striking example is found in the subject of algebra. For- 
merly, we included in one Paper, covering about one hundred and 
forty pages, this subject and the use of the logarithmic table. The 
students had so much trouble with it that we put logarithms in a 
separate Paper and divided the remainder into two parts of sixty 
pages each. A few years later we redivided it so that we had six 
parts instead of two. A far greater percentage of students com- 
plete this work now than when it was comprised in three Papers; 
and a greater percentage completed it then than when it was com- 
prised in one Paper, yet the text itself is practically unchanged. 

The reason that we send the student an extra set of textbooks 
in volume form is that he may have them to refer to either before 
or after he has completed his studies. This is a valuable feature, 
since by reason of the manner in which it is prepared, the I. C. S. 
textbook is the best obtainable for ready reference on the subjects 
of which it treats. 

Practical Examples 

Our textbooks differ from regular textbooks in still another 
important respect. The illustrative examples, the examples for 
practice, and the examination questions relate in so far as is pos- 
sible to matters with which the student is familiar, or with which 
he will become familiar when he applies in practice the knowledge 
he has gained from his studies. Each rule or formula is illustrated 
as soon as stated by one or more problems, the solutions of which 
are given, showing its application. 



82 



For instance, suppose the Course is Steam Engineering and the 
student is studying mensuration. In its proper place a segment of 
a circle is defined and a formula is given for finding the area. 
Among the examples which illustrate the application of the tormula 
is one containing a cut showing a return-tubular boiler having a 
cylindrical shell, and the example relates to the calculation of the 
steam space above the normal water level ; also to the amount and 
weight of the water and to the heating surface of the tubes. The 
student thus learns something of direct benefit to him, is kept 
interested, and is encouraged to keep up his studies. It is obvious 
that a problem of this kind would be entirely unsuited to a student 
in the School of Architecture, so we prepare for those students 
another Paper on mensuration in which the examples, etc., relate 
to architectural subjects, and similarly for other Courses. 

That this feature is very important, is shown in various ways, 
and particularly with those subjects in connection with which it 
is hardly possible to give practical examples and problems; as, for 
instance, algebra, logarithms, formulas, etc. The Paper on for- 
mulas covers only eleven pages, and while we have done every- 
thing we could to make it easily understood our students have a 
great deal of trouble with it. The reasons are that it comes between 
arithmetic and mensuration, the subject is new to the student, and 
he takes Httle interest in it, for the lack of concrete examples and 
problems. 

Omission of Demonstrations 

Perhaps the most noticeable difference between I. C. S. text- 
books and regular textbooks is the omission of demonstrations. 
We give, what is in our opinion, the best formula to employ for any 
particular case; we tell the student how to use it, and, if necessary, 
when it should not be used ; we give one or more problems of the 
kind that would naturally occur in practice; in short, we give him 
more information relating to the use of that formula than he would 
be likely to find in any of the regular textbooks — but we omit its 
demonstration, as a general rule. This enables us to cut down 
the amount of mathematics required to the lowest practicable hmit ; 
it enables the student to begin the study of the technical Papers 
very earty in his Course; and it permits the student to finish his 
Course in the shortest period of time. The omission of demonstra- 
tions is the most important feature of the I. C. S. textbook treat- 
ing on science or technology, and is the predominating reason 
for its popularity. 



83 



It must not be supposed that because our treatment of some 
subjects is very much attenuated as compared with regular text- 
books that this is always the case. Frequently, our treatment 
is very much fuller, and in some cases the information contained 
in our textbooks cannot be duplicated. Two examples of the latter 
are our Papers on Malleable Casting and on Elevators. When the 
exigencies of the case demand it, even those subjects whose treat- 
ment is most curtailed contain a very full treatment in many 
places. For example, the Arithmetics used in various engineering 
Courses average about one hundred and twenty pages each, yet 
the subject of evolution is treated more fully than in any other 
arithmetic. The Paper on Logarithms gives more information on 
the use of the logarithmic table than any book I have ever seen, 
and one of our students who has finished it can easily work prob- 
lems that would prove very troublesome to many who are familiar 
with derivation of the logarithmic series, something that but few 
of our students have ever heard of. 

Replete With Instructive Illustrations 

This Paper would be incomplete without some reference to 
the character and quality of our illustrations. All our illustra- 
tions are intended to make the text clear, and the cuts are made 
by our own draftsmen and illustrators under the direct super- 
vision of the author or editor of the Paper in which they are to 
be used. Our Illustrating Department comprises at present thirty 
men, a large proportion of whom were previously employed in the 
leading engraving houses. The drawings are all made keeping 
constantly in view the purpose for which the cut is to be used 
and the subject to be illustrated. Every device known to the 
draftsman is made use of in this connection, and valuable sugges- 
tions are constantly being given by the authors. 

As an example of the thoroughness with which the work is 
done, I would call your attention to our Papers on the subject of 
air brakes and also to those used in our textile Courses. In the 
case of the air-brake Papers, we received full-sized castings from 
the makers, and made the drawings from direct measurements. 
In the case of the textile Papers, we sent a draftsman to New 
Bedford, Massachusetts, and kept him there several months 
making sketches when it was not feasible to photograph the 
complicated machines it was desired to illustrate. We are willing 
to go to any length, in so far as expense is concerned, to have our 
illustrations exactly suited to the text and to render them more 
easily understood by the student. 



84 



How I. C. S. Textbooks Are Prepared 

The manner in which we prepare our textbooks is about as 
follows : The original manuscript is written by some one employed 
in our Textbook Department, or, in many cases, by some one not 
regularly employed by us. In either case, after the manuscript 
is written it is reviewed and criticized by some one in the Textbook 
Department, who acts as editor. It not infrequently happens that 
the editor rewrites a large part of the original manuscript, and, 
in a few cases, he may rewrite it completely. The manuscript 
is then read over very carefully by a second editor who has had 
experience as a compositor and proof reader and who is well versed 
in English grammar and with the methods employed by the printer. 
If there are calculations in the Paper, these are checked by still 
another person who uses a calculating machine for this purpose. 
The manuscript is then sent to the Illustrating Department and 
the drawings are made for the cuts. 

The procedure employed in connection with the Paper entitled 
Mechanical Drawing will well illustrate our system. Recently, we 
desired to revise our Paper on Mechanical Drawing and we con- 
tracted with Mr. John Upp, Engineer-in-Charge of the Drafting 
Department of the General Electric Company, to prepare for us 
a new Paper on this subject. In addition to the manuscript, he 
was to furnish drawings to be used in illustrating the Paper and 
also a set of drawings suitable for use in connection with the prepa- 
ration of a series of drawing plates. When the manuscript was 
received from Mr. Upp, it was given to one of the mechanical 
engineers employed in the Textbook Department who rewrote it 
from beginning to end. The reason for this was that the manu- 
script, as we received it, was not suited to our needs; at the same 
time it contained the information we desired in the preparation of 
the Paper and we could not have obtained it in any other way. 
We received from Mr. Upp a manuscript containing the latest and 
best modern American drafting-room practice, and all we were 
required to do was to recast it into a form suitable for the use of 
our students, adding such details as the author had omitted. 

Repeated Careful Editing 

When the manuscript had been rewritten, it was gone over by 
myself, as final editor, and I personally rewrote sections of it, 
checked the work that had been done, and gave it the finishing 
touches. It was then sent to the Illustrating Department and the 
drawings were made in pencil, after which the manuscript and 
drawings were forwarded to Mr. Upp, who spent several weeks 



85 



going over the whole very carefully. He had a large number of 
valuable suggestions to offer, and I went to Schenectady, person- 
ally, to see him, and discussed these suggestions with him. The 
changes that were mutually agreed upon were made on my return, 
the drawings were inked in and the cuts made. The manuscript 
was then sent to the printer. 

Before going to the composing room, it was carefully read by 
proof readers who checked it for errors in grammar, etc., and who 
indicated on the manuscript the kind of type, sizes of headings, 
etc. to be used, for the guidance of the compositor. The proof 
was read several times by myself and also by the person who 
rewrote the original manuscript, and, in addition, it was read 
several times in the proof-reading department. Although the 
Paper is a comparatively long one, covering more than 160 pages, 
and although it offered almost innumerable chances for making 
errors, the work was so carefully done that but one or two errors 
have been detected in the 21 drawing plates, and not more than 
three or four in the text matter. 

Frequent Revision 

Another extremely important feature in connection with 
I. C. S. textbooks is that bearing on their revision; the correction 
of errors — both of the author and the printer — and alterations in 
the text made necessary by reason of ambiguous statements or 
insufficient explanations. We have a large file which contains 
everything in the line of printed matter used by our students, 
each page being pasted separately on a sheet nine inches by twelve 
inches in size. If any error is detected or is reported by a student, 
it is noted at once on the proper page in the file. If a student has 
difficulty in understanding any particular explanation or state- 
ment and the difficulty appears to be due to the manner in which 
the text was written, it is reported to the person responsible for 
the writing or revision of the Paper. He then makes a note of the 
matter on the proper page — or on a separate sheet, which is filed 
adjacent to the page referred to. If an examination question gives 
trouble to any considerable number of students, note is made of 
this fact also, and the text is carefully examined with a view to 
altering it in the future, if deemed advisable. All suggestions 
relating to improvements or additions to the Instruction Papers 
received from any source, whether obtained through the reading 
of publications of the technical press or otherwise, are filed. In 
short, everything that may be of assistance to the person having 
the future revision in charge is entered in this file. 



86 



Why Frequent Revisions Are Necessary 

Regarding the revisions themselves, they are rendered neces- 
sary through various causes. Notwithstanding the great pains we 
take and our long experience, it is practically impossible to prepare 
a set of textbooks that will give general satisfaction in the first 
instance. We cannot foresee the difficulties that students will 
encounter and we are likely to omit certain principles, processes, 
etc., that a large number of students demand. 

As a notable instance of this I cite the textbooks on Shop Prac- 
tice. These were published in the summer of 1901, there being 
four volumes. In less than a year, they received a hasty revision, 
and in two years from the time they were first issued over one-half 
the original text had been rewritten and a large amount of new 
matter added, the number of volumes being increased from four 
to five. 

Again, certain volumes describe appliances and methods that are 
constantly changing. This is notably the case in connection with 
textbooks treating on electrical engineering, telephony, air brakes, 
and locomotives. We are providing for this temporarily by issuing 
bulletins; but after a few years, these become insufficient and it 
is then necessary to rewrite practically the entire text. 

We have just completed the rewriting of all the textbooks used 
in our older Courses and some of those used in comparatively new 
Courses, which are now rapidly being printed. I may say that the 
revised textbooks cost, on an average, twice as much as the original 
textbooks; the reason for this is that the textbooks are entirely 
rewritten, they cover very much more ground, the illustrations are 
more numerous and more work is expended on them, the cost of 
obtaining the information is higher, and the cost of writing and 
editing is also higher. 

This, in brief, is an explanation of some of the more marked 
differences between I. C. S. textbooks and regular textbooks. I 
am not able to dwell longer on the subject, for want of time. I hope 
that what I have said will assist you in grasping the details of our 
system as you go through the buildings this afternoon. 



87 




WILLIAM B. RIDENOUR, A.M. 



THE I. C. S. METHOD OF TEACHING 

WILLIAM B. RIDENOUR, A. M. 

Principal School of Pedagogy, Inlernational Correspondence Schools 

Nearly one-half a century ago the Merrimac steamed slowly 
down from Norfolk and attacked the federal fleet in Hampton 
Roads. In this fleet were the frigates Congress, Cumberland, 
and Minnesota, which could easily have destroyed the magnificent 
armada with which Nelson at Trafalgar defeated the combined 
navies of France and Spain; yet against the monster that came 
upon them so unexpectedly they were helpless. On the following 
morning, the Merrimac returned to complete the ruin she had 
begun. Confronted by the Monitor, prototype of the steel-clad 
leviathans of today, her mission was speedily ended. 

This first battle of the ironclads carried consternation to all 
the great powers, and especially to England whose unrivaled 
fleets for more than two centuries had been queening it on all of the 
seas of the world. Her navy was now shown to be obsolete and 
useless, as well as her literature on the science of marine engineering. 

Such readjustments to new conditions are of constant occur- 
rence, and serve to mark our progress toward the time when man 
shall be in complete control of the forces of nature. All high 
achievement is quickly superseded by higher achievement, for 
man's search for something better — for superlatives — is unceasing. 
He is never satisfied with what he has attained. From every 
height he wins, he looks and yearns toward other heights. 

Readjustments In Education 

With this progress come new subdivisions in engineering, in 
industry, in education. Only a little while ago, our colleges had 
no technical courses worthy of the name. The professions then 
were law, medicine, and theology. Civil engineering was in its 
infancy. Its subdivisions into many related branches — hydraulic, 
municipal, railway, bridge, tunnel — had scarcely been thought 
of as something to come. When the Roeblings proposed to 
span the interspace between New York and Brooklyn with the 
world's first suspension bridge, there were no scientific treatises 



89 



describing the methods to be followed. The world had virtually 
nothing on applied electricity when Edison began his revolu- 
tionary work. Since that time, electricity has been revealing a 
knowledge of her laws to the prying of mathematics, and electrical 
engineering has now many subdivisions. The burro wings under 
the Hudson have shown that our schools of technology must add 
to their curricula a course on modern submarine engineering. 
Our colleges used to attempt nothing more than to furnish the 
sons of the wealthy with training in the so-called humanities, 
in order to fit them for one or other of the only three professions 
that a gentleman might enter. Neither the public schools nor the 
colleges made provision for the training of the artisan. For 
him, there was only the apprentice system. Even today, the same 
is largely true, although it is almost axiomatic that the brain of 
the engineer avails but little unless supplemented by scientific 
skill in the men that execute his plans. Technical fitness in the 
man at the top is indispensable; but if our industrial system is 
to be of the first rank, it will not do to ignore the needs of the man 
below. 

Germany's Technological Education 

Germany has fully realized this important fact. The little King- 
dom of Saxony, with an area of only one-eighth the area of Penn- 
sylvania and a population less than that of Illinois, has nearly two 
thousand men in the great technological school at Dresden preparing 
to "captain her industries. She has, besides, two hundred and eighty- 
seven industrial schools, all aided and in a measure controlled by 
the government, where both practice and theory in any one of 
forty-four technical industries may be obtained by the poorest boy. 
If supremacy in the commerce of the world is a prize awaiting the 
nation that has the best system of technical education, the example 
of Germany furnishes a lesson for the rest of the world. Hemmed 
in as she is, her marvelous progress proves that she understands 
how industrial primacy is to be won. Her educators, lawmakers, 
and industrial leaders are all cooperating with her far-seeing 
energetic emperor for the glory and prosperity of the fatherland. 

In a recent article, the London Daily Mail says: "There can 
be but little doubt that the marvelous expansion of German 
trade — one of the notable achievements of the nineteenth century 
— is traceable to the system of education that has directed all the 
available resources of scientific knowledge and research toward 
the solution of industrial problems and the betterment of industrial 
methods. Her universities no longer form the crown of her 



90 



educational edifice. In her polytechnic schools, the keen business 
man with sound scientific knowledge is today receiving his training 
for leadership. Her chemists, and her civil, mechanical, and 
mining engineers are preparing there for the problems of business 
life by acquiring a thorough practical and technical knowledge. 
To make the training of these men effective for developing the 
resources of the empire, hundreds of industrial schools are turning 
out tens of thousands of skilled helpers for these men of higher 
equipment." 

In this age of machinery and invention, what part is our own 
country playing in this readjustment of educational ideals ? It has 
forty-three schools of technology, only a few of which are of high 
rank. Many of our colleges and universities have technical courses 
but in most of them these courses are treated as of secondary 
importance. They have only 21,000 technical students. Of indus- 
trial schools for training the artisan, there are few. For each 
100,000 of population, our country has 173 physicians, 142 lawyers, 
104 saloon keepers, and only 10 electrical, 8 mechanical, and 
4 mining engineers. 

Need for Correspondence Industrial University 

In view of these conditions, is it any wonder that the Inter- 
national Correspondence Schools, in their brief existence, have 
enrolled more than eight times as many students as are in all 
our colleges, universities, and schools of technology? Only forty- 
five per cent, of the colleges have an attendance in excess of our 
daily enrolment — 360 students. Harvard University, founded 
270 years ago, has sent out 28,000 graduates. In fifteen years, 
85,000 students of our institution have actually finished their 
Courses and received their Diplomas, or they have virtually done 
so; and 225,000 other students have completed the mathematics, 
physics, and drawing that form the broad and safe foundation on 
which every one of our technical Courses rests. 

That this great industrial university is needed has been demon- 
strated by its marvelous prosperity, by the indorsements it has won 
from the heads of great industries, from the chiefs of government 
departments, from prominent educators, from presidents and 
professors in scores of our best colleges, and from thousands of 
thinkers on economics. For fifteen years, the Schools have been 
in the white light under the sharp scrutiny of watchful eyes — eyes 
quick to distinguish that which is from that which only seems. 
From students, too, have come letters, almost beyond counting, 



91 



filled with the story of what we have done for them, with admis- 
sions of indebtedness that cannot be discharged, with assurances 
of enduring gratitude and friendship. And during all these years, 
there has been no waning of prosperity ; what was at first only an 
experiment has become an institution — something that rests 
upon the solid rock of public confidence. 

To insure the prosperity of any great enterprise, appropriate 
means must be used. You have already learned that the success 
of the Schools is owing in large measure to our textbooks. These 
books are unique in many respects — in their simplicity and com- 
prehensiveness, in their diction, in their illustrations, in the ease 
with which they can be learned, and in the fact that they contain 
just the theory needed in practice and no more. Perhaps, their 
most remarkable feature is their perfect adaptation to the I. C. S. 
method of teaching, to explain which is the principal purpose of 
this paper. 

Men Trained for Work at Work 

This method of teaching was devised for following the student 
from the schoolroom into the workshop, and training him for his 
work at his work. By a slow process of evolution, its faults have 
been corrected and its details adapted to the needs of the student, 
until it has reached a degree of effectiveness little inferior to the 
methods of the classroom. Beginning with a single Course intended 
to teach the theory and practice of coal mining, the work has grown 
until it includes more than two hundred Courses in engineering and 
the mechanical and manual industries. Until this method had 
been wrought into practical perfection, educators were agreed that 
the functions of the teacher must cease for the student when he 
leaves school and enters the workshop. This institution has demon- 
strated the feasibility of industrial training for industrial workers 
— of education in the scientific theory and practice of their chosen 
pursuits; it has shown the possibility of giving them, while 
pursuing their studies, supervision and assistance such that their 
teacher shall seem almost as real, as helpful, and as accessible as 
if teacher and pupil were actually together in the schoolroom. 

The word teaching implies several distinct things: 

1. Some one to be instructed or taught — a student or learner. 

2. Some matter or subject to be imparted. 

3. A teacher to plan or supervise the instruction. 

4. A rational plan of procedure called a Method of Teaching. 
These will now be considered. 



92 



Millions in Need of Instruction 

1. The Student. — The urgent need that countless multitudes 
have for education is no longer denied. Statistics show that with 
a population of more than 81,000,000, our country has only 118,000 
students in its colleges, universities, and schools of technology, 
and 822,000 in its high and preparatory schools. A great army 
of children, numbering nearly 17,000,000, is enrolled in the 
elementary schools. Of the elementary students, about 850,000 
reach the grade next below the high school. In other words, 
only about 1 per cent, of our population advance far enough to 
have, at the end of their school life, a fair mastery of fractions. 

There is, therefore, no lack of those that need education. They 
are around us by millions — in the mill, the workshop, the office 
— and everywhere handicapped and poorly paid by reason of 
deficient education. They are painfully conscious of this deficiency, 
and yet are without the ability, unaided, to find a remedy. The 
needs of these persons demand that technical education shall 
be obtainable outside the classroom. To meet this demand, 
the founder of the Schools devised and elaborated a method of 
teaching the science needed in engineering and the industries. 
To give these myriads the education they require, to make it easy 
of attainment, to fit them for the requirements of life, has been 
the hitherto unsolved problem for the educator. 

♦ Education for Practical Usefulness 

2. The Subjects to be Taught. — A condition indispensable 
to success in training men for the crafts is the proper selection and 
arrangement of the matter to be taught. The curricula of the 
colleges and ordinary schools were intended for another purpose; 
their principal work has been to develop the mental faculties in 
general — to strengthen the judgment, cultivate the reason, refine 
the taste, sharpen the powers of observation, enrich and discipline 
the memory, quicken the powers of analysis, and give increased 
keenness to the faculties that discriminate. Their work is largely 
one of mental gymnastics. When this training is supplemented 
and rounded out by a thorough technical training in some practical 
pursuit, the result is an ideal education. 

Few persons, however, can get both of these phases of educa- 
tion — the liberal and the lucrative, the theoretical and the practical, 
the disciplinary and the technical. He that must begin early to 
earn his living needs an education for practical usefulness, not for 
liberal culture. The former he can get quickly ; the latter requires 



93 



years of costly training. His studies must be radically different 
from those pursued in the schools and colleges. He must omit 
abstract theory and must deal as far as possible with the practical. 
His studies must relate to one trade or occupation, and must present 
its working essentials in the simplest manner possible; they must 
equip him with aptitudes that command good pay, and for which 
there is a wide demand. To meet these indispensable conditions, 
each I. C. S. Course is a simple, complete, and practical exposition 
of some industrial specialty. 

Functions of the Teacher 

3. The Teacher. — There are many methods of procedure in 
imparting instruction, but the best is undoubtedly that in which 
there is an actual personal teacher. Indeed, the teacher is a 
factor that can never be wholly eliminated. His functions are 
many and varied, the most important of them being the following: 

(a) To advise concerning the kind and quality of training 
required for a given purpose. 

In education for discipline alone, the teacher or educator is 
perhaps the best judge of the needs of the student. But if the 
training is to fit the student for some technical occupation, the 
advice of experts both in the theory and the practice of that occu- 
pation will be indispensable. Neither a mere theorist nor a practical 
expert should be permitted alone to say what should be contained 
in a course intended to prepare the student for technical or engi- 
neering work. Advice of both kinds is requisite — conjoint advice 
by the men that know the scientific why and the men that know 
the practical how. The policy of the Schools is to have at the head 
of its teaching staff men strong both in theory and in practice. 

Student Prepared Step by Step 

(6) To apportion to the student his lessons. 

Our method of teaching involves the subdivision of the student's 
work into many short, easily mastered lessons. They are sent to 
him in a fixed order. Should he be required to master a volume 
of several hundred pages for each of the many subjects included 
in his Course, discouraged by the magnitude of his task he would 
give up at once. His work for six months or one year includes an 
intimidating array of formulas, technical difficulties and mysteries 
of many kinds, and they would inevitably turn him from his pur- 
pose. But the difficulties that so disconcert the untrained student 
are only imaginary; if taken in proper order and mastered one by 



94 



one they are simple and easy. Hence, two of our principles of 
teaching are, 

Never confront a student with an unnecessary difficulty. 

Prepare him for the next stage of his work before he knows what it 
is to be. 

A good illustration of the ability to do that comes from doing 
— the access of strength, mental and physical, that exercise gives 
— is found in the story told by Cicero concerning Milo, the strong 
man of Crotona. The athlete expressed the wish that he were 
able to carry a live bull. He was advised to carry a calf every 
day until it was full-grown. He did so, and his strength increased 
with the need for it. 

Direction and Encouragement 

(c) To direct, aid, and encourage the student. 

The ability to study persistently and with concentration is 
an attainment that comes only with long practice. To the child, 
learning has no charms and the term lesson is replete with dis- 
turbing associations. In consequence, many ingenious methods 
have been devised for luring the beginner onward by rewards, and 
others even more ingenious for driving him. 

It is an educational axiom that during the early years of mental 
training, a teacher is indispensable. There is something abnormal 
about a young child that will of his own accord seriously devote 
himself to study. Even a grown person, who has discovered how 
sorely he needs education, and who has, therefore, a motive for 
study that a child has not, will accomplish much more with aid, 
encouragement, and urging by a teacher. 

How Teaching Is Done by Mail 

Since the student cannot be left to his own resources, the 
closest practicable imitation of the teacher's functions in the 
schoolroom must be realized in teaching by mail. This, the Schools 
have been learning to do more and more successfully year by year. 
Lesson Papers containing examination questions are sent to 
the student at intervals and in a fixed order. A careful record is 
made of the times when these Papers are sent, their titles, and 
every other fact that might be of value in guiding the work of the 
Instructor. All letters from the student and copies of all letters 
sent to him are filed so as to be instantly accessible, enabling the 
Instructor to ascertain quickly the salient points in the student's 
character — whether he is bright, or dull; painstaking or careless; 



95 



patient and plodding, or easily discouraged. The work done on 
each Paper, the amount of improvement, the faults observed, and 
all other data of importance are recorded. It is possible, there- 
fore, to advise him as wisely, and to encourage and stimulate him 
as effectively as if he and his teacher were together. And since 
all aid, admonition, criticism, and communication of every kind 
are by correspondence, there is little occasion for the loss of 
temper, the impatience, or the partiality that so frequently 
impairs the teacher's usefulness. 

Should a student prove to be slow or dull, he is put under the 
care of some peculiarly skilful Instructor in the Special Instruction 
Department, to whom the records and correspondence relating to 
him are referred. Henceforward, he is looked after by that 
Instructor, whose standing and salary are greatly dependent 
.on his success with such students. 

Painstaking Oversight of Study 

This aid and oversight must be as patient, as painstaking, and 
as thorough as could be exemplified by the most tireless and faithful 
teacher. And no sins of omission or commission in subordinates 
are punished more promptly or forgiven more reluctantly than 
carelessness or laxity in observing absolute good faith toward the 
student and loyalty to his interests. 

(d) To test, from time to time, the thoroughness of the student's 
mastery of subjects. 

"I am a very old examiner" says Professor Huxley, "having 
for some twenty years past been occupied with examinations on 
a considerable scale, of all sorts and conditions of men, and women 
too — from the boys and girls of elementary schools to the candi- 
dates for honors and fellowships in the universities. My admira- 
tion for the existing system of examination does not wax warmer 
as I see more of it ... I am not alone in this opinion. Experi- 
enced friends of mine say that students whose careers they watch 
appear to them to become deteriorated by the constant effort to 
pass this or that examination. They work to pass, not to know; 
and outraged science takes her revenge. They do pass, but they 
do not know." 

These criticisms are undoubtedly warranted by the facts. The 
daily press tells us frequently of ruined health, wrecked nerves, 
insanity, and even suicide caused by hard study, late hours, and 
tremendous mental stress and anxiety in ' ' cramming for examina- 
tion." And even when the student succeeds in passing, " he doesn't 
know," 



96 



Aim of Examinations 

The method practiced by our Schools is not open to these criti- 
cisms. An extended experience has shown that while it reveals to 
the Instructor everything that he seeks to ascertain by it, it is at 
the same time beneficial to the student. 

In our practice, examinations are designed to furnish answers 
to the following questions: 

1. Has the student, by a proper mastery of his studies, received 
the benefit to which he is entitled? 

2. Is this mastery such as to warrant the Schools in certify- 
ing to the student's competency? 

A person that has our Diploma certifying that he has properly 
finished a certain Course is a custodian ever afterwards of the good 
name of the Schools. His subsequent success helps, and his failure 
hurts, them. A thorough examination, therefore, is due both to 
him and the institution whose reputation depends so largely upon 
the character of the work it has done for him. 

Now, if this examination can be made to answer these questions 
with certainty, and at the same time be to the student a source 
not only of further profit but also of pleasure, its highest conceiv- 
able purpose will be served. All these ends we believe are realized 
by our method. 

How Students Are Examined 

With each lesson pamphlet are sent examination questions 
relating to its contents. The questions are usually numerous, cov- 
ering every point of importance. There are, however, no questions 
intended merely to puzzle the student without instructing him. 
The examination is intended to be a minute and thorough review. 
The questions are so worded that the exact language of the text 
cannot be used in answering them. The effort both in thought 
and expression has the effect of graving the matter deep in the 
memory. The test is without hurry; it may require the student's 
spare time for a month or more. He escapes the usual fear of 
forgetting just at the critical moment. His Instruction Paper is 
constantly with him to refresh his memory. After studying some 
difficult point over and over, if he cannot master it, he may sus- 
pend his work and write to his teacher for assistance. And when 
finally he has finished his examination, what he has accomplished 
is something to be proud of — many pages of manuscript having 
the double value of a test in his studies and an exercise in com- 
position. He sends his completed work for correction. This duty 
of his Instructor must be thoroughly and minutely performed. 



97 



Errors in statement, as well as in spelling, punctuation, grammar, 
penmanship, and composition must be pointed out and explained, 
and the per cent, value marked. This is required to be high— not 
less than ninety — since the student may ascertain the correct 
answer to every question. Careless and inaccurate work is rejected 
and must be done again and again until it meets the requirements 
of the Schools. 

Great care is taken in the employment and promotion of 
Instructors, all of whom are required to begin in the School of 
Mathematics. Applicants are admitted to the eligible list after 
examination in arithmetic, algebra, geometry, mensuration, trigo- 
nometry, and logarithms. After appointment, the Instructor is 
expected to master a technical Course and pass a searching exam- 
ination on its contents. Increase in salary is dependent on the 
thoroughness with which this work is done. Merit is the only 
'recognized test of fitness for promotion. 

The student is encouraged in every possible manner to persist 
in his studies. If within two months after enrolment he has sent 
no Papers for correction, a letter is written urging him to diligence. 
If at the end of a year he has sent no work, he hears again from 
his Instructor. The intention of the management is that if he 
derives no profit from his Course, the fault shall be his own. 

Students' Aid Department 

Connected with the Schools is the Students' Aid Department, 
the work of which has developed into one of great importance and 
magnitude. Its duty is to report to employers the standing and 
progress of such of our students as are in their employ, and to 
recommend suitable persons for places that are reported to us by 
employers who ask our aid in filling them. The heads of great 
industrial plants are learning that when they need men to do 
specific work they should apply to the institutions that educate 
such men rather than to employment agencies. During the last 
fiscal year, this department of the Schools has rendered assistance 
in increasing the salaries and securing the promotion of over 
twenty thousand students and has recommended to new positions 
nearly one thousand per month. 

In these and many other ways, this institution has slowly won 
the confidence of the general public and the friendship of the men 
at the head of the great industries — an asset that will be inde- 
feasible as long as the policy of the management continues to be 
what it has been up to the present time — inflexible honesty and 
fair dealing with all. 



98 



AT INSTRUCTION BUILDING 



The afternoon was devoted to 
a reception of guests at the 
Instruction Building. For con- 
venient inspection the work of 
the various Schools and Depart- 
ments was arranged in separate 
exhibits. 



99 



EXHIBITS 



EXHIBITS OF DEPARTMENTS 



Inspirational Publicity 
Inspirational Window Displays 
I. C. S. Messenger 



Illustrating Department 
Technical Supply Company 
Textbook Department 



EXHIBITS OF SCHOOLS 



Architecture 

Arts and Crafts 

Architectural Drawing 

Chemistry 

Civil Engineering 

Civil Service 

Commerce 

Coal Mining 

Electrical Engineering 

English Branches 

Languages 



Lettering and Sign Painting 

Marine Engineering 

Mathematics 

Mechanical Drawing 

Mechanical Engineering 

Metal Mining 

Navigation 

Railway Department 

Sanitary Engineering 

Steam Engineering 

Shop and Foundry Practice 



Telephone and Telegraph Engineering 



100 



Anmu^rsary lanqii^t 



International 
Correspondence Schools 



FIFTEENTH ANNIVERSARY OF THE 
FOUNDING OF THE INTERNATIONAL 
CORRESPONDENCE SCHOOLS 



HELD IN THE 



I3TH REGIMENT. N. G. P.. ARMORY 

SCRANTON, PA. 

October Sixteenth, Nineteen-Six 



WILLIAM L. CONN ELL, Chairman 



Guests to the number of about 700 occupied banquet tables covering more than half the drill floor of the 
Thirteenth Regiment, N. G. P., Armory, which was converted into a vast dining hall, hung with the national 
colors and with white, blue, purple, and orange bunting covering the walls and ceiling and hanging in great 
streamers and festoons. The illumination was from frequently changed white and colored arc lights of great power, 
and moving displays of flowers and butterflies appeared on the curtain forming one side of the room. The occasion 
was enlivened with musical selections by Bauer's Orchestra, and by vocal selections by Arthur T. Baker, of New 
York, in which the banqueters frequently joined. The gallery overlooking the scene was occupied by several 
hundred lady friends and relatives of the banqueters. 



101 



ANNIVERSARY BANQUET 



MENU 



Blue Points 



Green Turtle Soup 
Salted Almonds Celery 



Boiled Salmon 
Sauce Hollandaise Cucumbers 



Filet de Boeuf a la Fransaise 

Petits Pois 

Pommes de Terre Duchesse 



Terrapin a la Philadelphia 



Roman Punch 



Squab Chicken 
Currant Jelly Lettuce Salad 



Ice Cream 

Fruits Glacis Fancy Cakes 

Meringues 

Cheese and Crackers 

Fruit 



Coffee 

Cigars and Cigarettes 

RosBACH Water 



Catering by John C. Trower, Philadelphia 
102 



ANNIVERSARY BANQUET 

Seated at the Speakers' Table were the following 
Guests of Honor 

Toastmaster 

HOMER GREENE, LITT. D. 
Author — Attorney-at-Law , Honesdale, Pa. 



THOMAS J. FOSTER 

President of the International Textbook 
Company, Scranton. Pa. 

NATHAN C. SCHAEFFER, D. D., LL. D. 
Slate Superintendent of Public Instruction 
for Pennsylvania, Harrisburg, Pa. 



HON. H. M. EDWARDS 

President Judge of Lackawanna County 
Courts, Scranton, Pa. 



WILLIAM L. CONNELL 

Director of the International Textbook Com- 
pany — Capitalist — Ex-Mayor of Scranton, 
Scranton, Pa. 

COL. HUGH L. SCOTT, U. S. A. 

Superintendent of the United States Mili- 
tary Academy, West Point, N . Y. 

CYRUS D. JONES 

Director of the International Textbook- 
Company — President Peoples National 
Bank — Scranton, Pa. 

REV. JOSEPH H. ODELL, D. D. 

Pastor of the Second Presbyterian Church, 
Scranton, Pa. 

RT. REV. ETHELBERT TALBOT, D. D., 
LL. D. 

Bishop (Protestant Episcopal) of Central 
Pennsylvania, S. Bethlehem, Pa. 

THOMAS E. JONES 

Director of the International Textbook Com- 
pany — Capitalist, Scranton, Pa. 

CHARLES S. HOWE, Ph. D. 

President of the Case School of Applied 
Science, Cleveland, O. 

GEN. OSCAR F. WILLIAMS 

Ex-Consul General at Singapore, Roches- 
ter, N. Y. 



HON. J. BENJAMIN DIMMICK 
Mayor of Scranton 

WILLIAM KENT, A. M., M. E. 

Dean of the College of Applied Science, 
Syracuse University, Syracuse, N. Y. 



ELBERT HUBBARD 

Editor of the Philistine — Author 
Lecturer, East Aurora, N. Y. 



and 



RUFUS J. FOSTER 

Vice-President of the International Text- 
book Company, Scranton, Pa. 

JOHN MITCHELL 

President of the United Mine Workers of 
America, Indianapolis, Ind. 

RT. REV. MICHAEL J. HOBAN 

Bishop (Roman Catholic) of Scranton, Pa. 

ELMER H. LA WALL, C.E., E.M. 

Treasurer of the International Textbook 
Company — Mining Expert, Wilkes-Barre, 
Pa. 

LIEUT. COMMANDER H. B. WILSON, 

U. S. N. 

Navy Department. Washington, D C. 

J. K. GRIFFITH, A. C. 

Director of the International Textbook Com- 
pany — Superintendent of Latrobe Steel 
Works, Latrobe, Pa. 

HON. THOMAS H. DALE 

Member of Congress from the 10th Penn- 
sylvania District — Capitalist, Scranton , Pa. 

EDMUND A. ENGLER, Ph. D., LL. D. 

President of the Worcester Polytechnic 
Institute, Worcester, Mass. 

COL. CHARLES W. EARNED, U. S. A. 

Professor of Technical and Military 
Graphics and Applied Geometry, U. S. 
Military Academy, West Point, N. Y. 



103 




REV. JOSEPH H. ODELL, D.D. 



ANNIVERSARY BANQUET 



Blessing 
REV. JOSEPH H. ODELL 

Pastor Second Presh\)lerian Church, Scranton, Pa. 



We give thee thanks, O God, for all that is true, and honorable, 
and pure, and lovely, and for all that is of good report. Grant 
thy blessing upon all that we feel it right to do for ourselves, and 
upon all that we believe we ought to do for others. Give thy 
benediction to every effort to improve the body, the mind, and the 
heart, of our fellow men, that life to all may be more worthy of 
living. 

Grant unto him who has been the inspiration of this organiza- 
tion, long life and wisdom, and an ample recompense for all his 
labors; and unto his fellow workers here assembled, vitality and 
joy in their callings; and unto all of us, openness of mind, and 
simplicity of heart, through Jesus Christ our Lord. Amen. 




105 



LETTERS 

Vice-President Rufus J. Foster read two letters, out of many received from 
persons who were unable to be present 



FROM THOMAS A. EDISON 



FROM THE LABORATORY 

OF 

THOMAS A. EDISON 



Orange, N. J., October 11, 1906 

T. J. Foster, Esq., President, 

International Correspondence Schools, 
Scranton, Pa. 

Dear Sir: 

I regret exceedingly that a previous engagement will prevent 
my accepting your very kind invitation of the 26th of September 
to visit Scranton on the occasion of the fifteenth anniversary 
of the International Correspondence Schools. 

Although I cannot be present at the exercises, it is a pleasure 
for me to assure you of my familiarity with your great and deserving 
educational work. Please accept my congratulations on the 
successful outcome of your past years of labor and my most sincere 
wishes for the continued prosperity and public appreciation of 
the International Correspondence Schools. 

Yours very truly, 

Thomas A. Edison 



106 



LETTERS — Continued 



FROM ROSSITER W. RAYMOND 

Secretary of the American Institute of Mining Engineers 



R. W. R AYMON D 
MINING Engineer 

99 JOHN STREET 
P. O. BOX 223 



New York, October 4, 1906 

T. J. Foster, Esq., President, 

International Correspondence Schools, 
Scranton, Pa. 

Dear Sir: 

It is with sincere regret that I find myself forced by the accu- 
mulated work of my office to forego the pleasure of attending the 
fifteenth anniversary of the founding of the International Corre- 
spondence Schools, in accordance with your kind invitation. But 
I take this opportunity to express my views concerning the enter- 
prise which you have so successfully established. It will be 
understood, of course, that this expression is individual and not 
official, since the Constitution of the American Institute of Mining 
Engineers prohibits the endorsement of any outside proposition 
or enterprise by the Society as a whole or by its Council. Never- 
theless, my position for twenty-two years past as Secretary of 
the Institute has given opportunities to know of the operations 
of your Schools, which I might not otherwise have had; and, 
to that extent, has naturally influenced my private judgment. 

Result of Recognized Forces 

The history of what you and your associates have accomplished 
during the last fifteen years is like a romance. Yet, upon closer 
examination, it will be seen to involve nothing miraculous or fanciful 
but to be the orderly development of recognized forces. 

In the first place, there was a great universal need and demand 
on the part of practical workers in this country for technical 
education. This demand led to the establishment of the Columbia 
School of Mines and its numerous successors; the incorporation 



\o; 



of popular and technical science in the columns of numerous 
trade journals, like the Iron Age and the Engineering and 
Mining Journal; and the formation of new professional societies. 
The American Institute of Mining Engineers, founded at Wilkes- 
Barre in 1871, had a profound influence among the practical 
miners and metallurgists of Pennsylvania. Its three founders, 
R. P. Rothwell, Eckley B. Coxe, and Martin Corywell, were Penn- 
sylvania engineers; its first president, David Thomas, was a self- 
educated Pennsylvania ironmaster; and its earliest list of members 
comprised the names of working miners, as well as educated chem- 
ists, engineers, and professors, residing in Pennsylvania. Moreover, 
burning questions of Pennsylvania industry, such as the waste 
of anthracite coal mining and preparation, the peril of firedamp 
in collieries and the best means and methods of colliery ventilation, 
the construction and management of blast furnaces and rolling 
mills, were discussed in able papers by the members of the young 
institute. 

Tidal Wave of Education 

In the second place, there was a young newspaper man in 
Shenandoah who recognized the popular demand thus emphasized, 
and, through the Shenandoah Herald, the local Mining Institute, 
and other enterprises, did a great work in stimulating and satis- 
fying the hunger of his constituents for knowledge. The way in 
which, from these small and geographically limited beginnings, 
Thomas J. Foster came to conceive, organize, and carry out the 
world-wide enterprise of the International Correspondence Schools, 
has been told elsewhere and need not be repeated here. If I had 
time and inclination for personal compliment, this would be the 
proper occasion to heap deserved praise upon you. But, reserving 
such comment for the biographical notice, which I trust I shall 
not be called upon to write, I wish to point out how your large 
plan took advantage of the tidal wave of extra-scholastic education 
which has recently swept over this country, and is now trans- 
forming, in a most astonishing way, the intellectual life of the 
American people. 

The needs of those who are too old or too busy to attend our 
day schools, academies, and colleges, were intended to be met, 
in some degree at least, by the night classes of such institutions 
as the Cooper Union in New York, with which I was for many 
years connected. That great gas-lit college, with its two thousand 
five hundred eager students and its waiting list of two thousand 
five hundred more, furnished a spectacle with which I have often 



108 



surprised and delighted visitors to the metropoHs, and which, in 
many ways, furnished an impulse and example to similar enter- 
prises throughout the country. 

Another attempt to supply a similar demand was made through 
numerous summer schools, "Chautauqua assemblies," lyceum 
courses, etc. The present extent of this movement is scarcely sus- 
pected even by those engaged in it. There are today, in the states 
of the Middle West, six hundred " Chautauquas," lasting from ten 
to twenty days each, attended by many thousands of students, 
and providing lectures by the most eminent men of the country. 

But it has long been recognized by educators that lecturers 
alone can do little more than stimulate the listener to further 
study; and there has consequently grown up an amazing network 
of university correspondence courses, embracing millions of home 
students. 

Success of Correspondence Instruction 

The possibility of teaching technical science in this way was 
at first doubted. Such branches as mechanical drawing, physics, 
and engineering seemed to require the actual presence of the 
instructor. The degree of success which has been achieved, even 
in these departments, by the method of correspondence, has been 
a great surprise to me. 

Of course, a boy who has time and money to spare for the 
purpose may still be heartily advised to take a full course in a 
regular technical school. He will be helped over hard places in 
his studies; he will be prepared for active, independent life by 
a transitional period of association with many comrades; and 
he will (or can, if he will) gain an all-around mental culture, the 
value of which should not be undervalued. But one who is already 
on his own feet in active life ; who does not need to practice social 
functions as member of a college class; who must secure his all- 
around culture (if he is to win at all) , not by prosecuting a thorough 
prescribed curriculum, but by supplying the deficiencies he has 
found by experience in his imperfect knowledge, and who cannot, 
if he would, give three or four years of his life to actual attendance 
in a school, may comfort himself with the thought of certain 
compensations. 

From the standpoint of the general development of character 
and culture, a college course (under which term I include all 
technical courses conducted by classes) is undoubtedly beneficial. 
But from the standpoint of special acquisition in particular depart- 
ments, the whole college system involves a dreadful waste of time 



109 



and money. The progress of a "class" in any given department 
is necessarily planned to accommodate the average intelligence 
of the student and his other duties. And among these other duties - 
the faculty is forced to recognize a certain proportion of distracting 
recreations, class societies and entertainments — athletic, dramatic, 
muscial, oratorical, etc. — all good, and all necessary, perhaps, 
to the average student, but all outside of his work as a student. 
It is true that provision is made for "special students" in our 
great technical schools; but even for such, the general organization 
and atmosphere is sometimes limiting or distracting. 

Special Value of Education by Mail 

At all events, a man who knows what it is he wishes to learn, 
and who is willing to put into his endeavor all the time and strength 
he has, may find that he obtains more personal attention and 
help, and makes more rapid progress, in that particular thing, 
through the relation of correspondence with a competent instructor 
than through the general operations of a great systematic school. 
He would get, incidentally, at the school, a great many other 
benefits. If his years and means permit, I would heartily advise 
him to take the school. But there is no doubt that, in other cases, 
instruction by correspondence may have its special advantages. 
Given a competent instructor, the student's progress will depend 
wholly on himself — which is all that an American ought to ask. 
I am therefore not surprised at the testimony which reaches 
me from all quarters, of the practical benefits secured by students 
of all grades of previous training from study prosecuted in connec- 
tion with the International Correspondence Schools. 

In conclusion, I would recognize an additional and most impor- 
tant development of this enterprise, namely, the production 
of textbooks as an adjunct to the work of these schools. It is 
notorious that the best textbooks — in fact, nearly all textbooks — 
are produced by teachers. Actual experience with pupils is 
the best guide to authorship in this department. But the books 
so produced often leave much in the way of omission or obscurities 
to be remedied by the oral explanation of the instructor. In my 
judgment, instruction by correspondence involves an exceptional 
training of the instructor himself, leading him to forms of state- 
ment which will not require subsequent explanation, and to the 
careful presentation of many simple and rudimentary things 
which he would not deem necessary under other circumstances. 



110 



Ideal Textbooks 

A great jurist, one of the justices of the United States Supreme 
Court, once said to me, with regard to an argument before that 
tribunal; "Begin at the beginning and assume that we do not 
know anything. You will never know how much we do not know!" 
This principle might well be considered by the authors of text- 
books. It is not merely the ignorant, but also those who once 
knew but are no longer sure, who look into such books, often in 
vain, for particulars deemed unnecessary by the distinguished 
authors. 

I have made no such examination of the textbooks of the 
International Correspondence Schools as would warrant me in 
expressing an opinion of them; but in view of the considerations 
above set forth, I am not surprised to find that they have been 
adopted in many schools, and have been particularly praised 
for exceptional clearness of style and statement, and for the inclu- 
sion of many definitions and explanations most useful to the 
student and not always to be found in such manuals. This is 
what ought to be the result, if the instructors of these Schools 
have properly utilized their own great opportunity as learners; 
and that this is the result, shows conversely their worthiness 
for their work. 

Congratulating you upon the success of the International 
Correspondence Schools, and trusting that they will maintain 
hereafter the high standard they have set up, I remain, 

Yours truly, 

R. W. Raymond 




111 



CHAIRMAN'S REMARKS 



WILLIAM L. CONNELL 

Ex-Mayor of Scranlon — Director of the 
International Textbook Company 



Gentlemen: 

Like the Chairman of the Board of ConciHation, I find that I 
hold over from the morning exercises to the Chairmanship of 
this evening. 

■ Those of you who were present this morning, and heard the 
paper read by President Foster know that I have been a student 
of one of the Courses of the I. C. S.; and in assuming the study of 
that Course, I naturally fell into what he bore so heavily upon this 
morning — the study habit. With the study habit, came self- 
reliance, and with self-reliance came a willingness to obey the 
mandate of my educational chief. Again, Mr. President, I obey 
my chief, and tonight occupy the position of which I should have 
been relieved. (Applause.) 

However, gentlemen, another thought and another desire made 
me willing to preside here. Years ago, I read a little poem entitled 
"What My Lover Said," and I heard one prominent man and one 
prominent paper say it was from the pen of Horace Greeley. Another 
authority attributed its authorship to some one else, and I want 
the matter cleared up, as I am sure you do also. I beheve, gentle- 
men, that we shall hear tonight the real truth — shall learn who the 
real author of that beautiful poem is. 

When we looked over the available timber for Toastmaster for 
this occasion, our eyes went over the Moosic mountains into a certain 
little valley, into a little country town, and we believed that a 
certain poet, lawyer, author, had buried his greatness long enough, 
that it was time he came out into the lime light, so that even 
Scranton and the adjoining counties might know, with me, who it 
was that with such rare art failed to tell "What My Lover Said." 

Gentlemen, never have I had more pleasure than in introducing 
as the Toastmaster of this occasion, Mr. Homer Greene, of Hones- 
dale, as I said before, the poet, the lawyer, the author. (Applause.) 



112 






113 




HOMER GREEN, LITT. D. 



TOASTMASTER'S REMARKS 

HOMER GREENE. LITT. D. 

Author, Altorney-at-Lar^, Honesdale, Pa. 

Mr. Chairman, Mr. President, and Guests of the Interna- 
tional Correspondence Schools: 

We are first of all, American citizens. We are patriots. And 
I therefore propose that we all rise and drink to the health of the 
President of the United States. (The toast was drunk.) 

Now, Mr. Chairman, I am surprised that a gentleman who 
holds the quasi judicial position on the Conciliation Board that 
my friend Mr. Connell does, should on an occasion of this kind, 
in this public manner, call attention to the poetical sins of my 
youth. I want to say to him, that for the last thirty years I have 
been trying to earn my living honestly in the practice of the law. 
(Laughter.) And I want to say, moreover, that the alleged poem 
to which he has referred, was written thirty years ago; therefore 
if there was a crime in writing it, it is outlawed, and the statute 
of limitations has run against it. 

The chairman has doubtless read the story of "The Lady or 
the Tiger," and he has taken his choice between the lady and the 
tiger; and he can take his choice tonight between myself and 
Horace Greeley. 

Distinguished Audience 

Now, speaking seriously, there are not among the honors that 
have been accorded to me in my lifetime, any greater than the 
honor of having been chosen to act as Toastmaster at this banquet. 
It falls to the lot of but few men — and to those but once in a life- 
time — to introduce such speakers as are on this list, to such an 
audience as faces me tonight ; and it is moreover a position of great 
responsibility. To fill it requires a degree of courage that borders 
on rashness. I understand that in the entire city of Scranton, no 
man was found brave enough to undertake the task. (Laughter.) 
Even my good old friend and neighbor, the Mayor, who is willing 
to tackle almost any job, rebelled at this. But over in Wayne 



115 



county, in the quiet, placid, gently shaded streets of Honesdale, 
the projectors of this good feast found a man who had enough 
nerve, enough assurance, enough recklessness, to undertake 
the task. 

I notice that the gentlemen who administer the affairs of this 
great Institution are accustomed to finding what they seek; and 
when they want a Toastmaster on whom care and responsibility 
and prudence sit as lightly as does age upon the honored head of 
the founder of this Institution, they know where to go to get one. 
(Applause.) And when they want to serve a banquet unexcelled 
by any in the history of any of us, they give the order — and it is 
done. And when they want as guests at their banquet the repre- 
sentative men of Scranton, of Pennsylvania, and of the entire 
•East, they issue the invitations — and behold! the guests are here. 
And when they want the most illustrious speakers of the day to 
address their not less illustrious guests, they bid these gentlemen 
come — and they are here at their bidding, 

A National Institution 

Now, the city of Scranton is made up of men who do things, 
and there is no better illustration of that fact, than the history and 
progress of these International Correspondence Schools. And yet 
this Institution is not local. It is in no sense provincial. It is 
national. And its scope is no less vast than the universe. He 
who makes two blades of grass grow where one grew before is 
really more than a benefactor to humanity. 

These people have made a thousand blades of grass to grow 
where one grew before ; and if you doubt the beneficence of their 
work, go ask the multitudes of young men and women endowed by 
nature with ambition, with brains, with energy, but handicapped 
by poverty, who have been enabled through the genius of this man 
and through the work of these Schools, to push up to a higher 
plane of life, and to better things. 

Better American Citizenship 

I tell you sir, that the thousands and tens of thousands of 
evening lamps that are burning all over this continent tonight, 
by reason of your genius and the work of these Schools, are lighting 
the way to a higher American citizenship for a greater percentage 
of American people than you or I have any conception of as we 
sit around this table. (Applause.) 



116 



"The heights by great men reached and kept, 
Were not attained by sudden flight; 
But they, while their companions slept, 
Were toiling upward in the night." 
And I say, all honor and long life to this man and to his Schools 
who has put it into the power of these toilers of the night, to find 
fulfilment of their ambition and their hope, to rise on stepping- 
stones— the stepping-stones of their dead selves— to higher things. 

Mighty Educational Influence 

The founder of this great Institution builded better than he 
knew. I dare say, that that which has come to pass today, sur- 
passed his most daring dreams; for this Institution is no longer a 
mere individual enterprise. It is no longer a mere experiment for 
personal profit. It is no longer a mere channel for corporate gain. 
It has passed far above and beyond all that. It has made Scranton 
today a center of a mighty educational influence felt throughout 
the civilized world. And it deserves as much credit, as much 
repute, as much honor m its line of work, as Yale, and Harvard, 
and Princeton enjoy in theirs. And it is this fact that has enabled 
It to gather around this board tonight the representative men 
whom you see here, men who are glad to attest by their presence 
their appreciation of the great work that these Schools have been 
doing— men, some of whom you are anxious to hear. And I want 
to say that in addition to the names that appear in the toast list, 
I shall doubtless call upon two or three men of national reputation 
who are here tonight, to supplement that list; and I shall call, 
in conclusion, upon the President of this Institution to say "Good 
Night" to us all before we go home, and I trust that no one will 
leave until he has done so. 

Not long since, an express train on the New York Central 
Railroad, running at the rate of forty miles an hour, was nearing 
the Grand Central Depot in the city of New York. Mark Twain 
was a passenger on the train. A lady across the aisle leaned over 
and said to him, "I beg your pardon, but can you tell me if this 
train stops at the Grand Central Station?" "I hope it does, 
madam," replied the irrepressible Mark; "I hope to heaven it does,' 
for if it doesn't, there will be a devil of a wreck." 

My oratorical train is just about reaching its terminus, and I 
propose now to pull my little post-prandial engine into the depot 
m order to avoid any sort of a wreck, and to bring out from the 
roundhouse speake'r-engines that are bigger and braver and better 
and brighter than mine. 



117 



A Wonderful Age 

In introducing the first speaker on the Hst, I want to say that 
we have often heard the expression — I have heard it so often it 
has become worn out^that this is a wonderful age; and yet this 
saying is wonderfully true. Science is invading realms, the glories 
and the possibilities of which were never dreamed of by our fathers 
and grandfathers. When I was graduated from the Engineering 
School of Union College in 1874 — I did not mean to give that date, 
because like my friend Charles Emory Smith this morning, it 
enables the ladies to know how old I am ; but I have told it — when 
I was graduated from the Engineering School thirty -two years ago, 
at that time electricity was applied generally to but one of the 
arts, the art of telegraphy. Today it moves the commerce of the 
world. And yet that is but one of the marvels of the age. The 
field of the technical scientist is vast, broad, and to a great extent 
untrodden, and no one knows this better than the Dean of the 
School of Applied Sciences of the Syracuse University. 

It is told of two Irishmen who were crossing the ocean on their 
way to this country that on the voyage over one of them took ill 
and died, and there was a burial at sea. In place of the weights 
that they commonly use, or in default of those weights, they were 
obhged to use chunks of coal. Pat came and looked upon his 
dead friend Mike lying there with the chunks of coal and the 
shroud, and presently he said, "Well, begorra, I always knew you 
were going there, but be jabbers, I didn't think they would make 
you take your coal along." 

It is like bringing coal to Newcastle, to bring the head of the 
great Technical School in Syracuse to the great Technical School 
at Scranton, but he is here tonight, and he has brought his coals 
with him. And he will address us with a tongue of fire — Dean 
WilHam Kent. 




lis 






''^•S'si. 



g. -t^ ^ -2^;''yf=:;-r^ — ^^ . u^_ /<--^ 




119 




WILLIAM KENT, A. M., M. E. 



TECHNICAL EDUCATION 

WILLIAM KENT. A.M., M.E. 

Dean of the College of Applied Science, Syracuse University, Syracuse, N. Y. 

Mr. Toastmaster, President Foster, and Gentlemen of the 

International Correspondence Schools: 

I bring you greeting from one of the great universities of this 
country, and I think I may say, that I represent the other repre- 
sentatives of the universities here tonight in bringing congratula- 
tions to the International Correspondence Schools, and in wishing 
them Godspeed and success in their future work. 

I have been somewhat paralyzed by this lawyer and poet, and 
I don't know whether he is all that he has tonight been described 
to be. He has poured forth a flood of eloquence which I know 
I can never aspire to, but it has not yet been revealed to this audience 
that he is a mind reader. He has had the audacity to steal my 
sentiments, not by actually burglarizing my pockets and going 
through my papers; I do not accuse him of that, but worse than 
that — of actual mind reading, to the extent that he in his speech 
got out the very first sentence I had written for mine. Here it 
is: He who makes two blades of grass grow where one grew 
before (laughter) is a benefactor of humanity. Now, think what 
a position I am put in. This whole paper of mine is about "grass," 
and I have got to read it. It is here: 

Increases Material Prosperity 

I don't know who first made that statement about grass; it 
was not made by me; but whoever made it, uttered one of the 
profoundest and far reaching truths on political economy. Make 
two blades of grass grow for every one that grew before on the 
poorly kept lawn in your front door yard, and you not only gratify 
your own esthetic taste, but that of your neighbor, and you add 
to the beauty of the town. Double the grass crop in your pasture 
lot, and you not only make more and better milk, butter, and 
cheese, and thus increase your own wealth, but you stimulate 
commerce in these articles and add to the wealth of the world. 



121 



Double the grass crop of the United States, and financial prosperity 
conies not only to the farmers but to the whole country, and the 
benefits are felt in every part of the world to which American farm 
products are carried. 

And what is true of grass, is true of every article of value 
grown on the farm or dug from the mine or manufactured in the 
shop or produced by the intellect or genius of man. 

It is a fundamental fact in political economy that the increase 
of the wealth of a country or of the world, is chiefly the increase 
of the sum total of things produced, of cattle; of tons of coal and 
iron, of buildings, of locomotives, of automobiles and ships, of 
things to eat, of things to wear, of things that delight the intellect 
or the artistic sense. Even that part of the wealth of a country 
that is reckoned as the "unearned increment," the increase in the 
value of land or of railroad bonds and stocks, results primarily 
from the increase of material things produced, for the increased 
value of a corner lot comes from somebody's building structures 
of iron, brick, and mortar around it, and of somebody's building 
an electric railroad to run near it; and the increased value of rail- 
road stocks and bonds comes from the increase of the products 
of farm, mine, and shop, which the railroad carries. 

Better Chance for the Individual 

The second fundamental fact — really a self-evident proposi- 
tion — is that the greater the number of things produced, the more 
wealth there is to be divided, and as the wealth of the country 
increases, there is, with any fair system of distribution, a better 
chance for each individual to get a larger portion of it; so that, 
generally speaking, the increase of wealth of a community tends 
to increase the wealth of every man in it. 

My proposition then is this: that it is to the interest of both 
the working capitalist and the working laborer that the wealth 
of the country should increase. There is then no conflict or 
difference of interest between capital and labor, as far as production 
is concerned. Both have an interest in the increase of wealth. 
The only conflict that can arise is regarding distribution. This is 
a question on which I shall not enter further than to express the 
opinion that the common sense of the American people, with the 
better education of both capitalist and laborer as to their several 
rights and duties, will ultimately lead to its proper solution. 

The most important statistical fact in the political economy of 
our time is the enormous increase in the production of wealth 



122 



of the civilized world during the last hundred years, and more 
especially during the last thirty years. It began with the utili- 
zation of coal to do the work of the world, through James Watt's 
invention of the steam engine. The progress was comparatively 
slow until about 1870, but since that date it has been tremendously 
rapid. 

Education Increases National Wealth 

The chief factor in the increase of wealth in the last thirty 
years has been the great number of men technically educated in 
the several arts and sciences connected with material production. 
Ever since the school began turning out men educated in chemistry 
and in mining and mechanical engineering, the intellectual activity 
of these men has been chiefly devoted to the one purpose of increas- 
ing the material wealth of the world. Tredgold's definition of 
engineering is: "the art of directing the great forces of nature for 
the use and convenience of man." The greatest available force 
of nature is the force derived from the burning of coal, and the 
art of directing this force is the art which is taught in technical 
education. 

Thirty-five years ago a small group of men conceived the idea 
that the best way to train a man so that he could most effectively 
direct the great forces of nature, was to give him a thorough 
education in the principles of mathematics, applied mechanics, 
chemistry, and the construction and use of machinery, and that 
this kind of education could best be given not in the shop, but 
in a new kind of college, a college of mechanical engineering. Such 
colleges were founded first by private endowments, and later by 
state grants. They began turning out graduates, only a few of 
them at first, and for them there was no demand, for the world 
had not discovered that such men were needed. But they found 
their jobs. By the work they accomplished they proved the 
wisdom of the founders of the colleges, and then the demand 
grew. Now some thousands of these graduates are turned out 
every year, and the demand has increased as fast as the supply. 

The New School for the Masses 

Fifteen years ago, one man, Thomas J. Foster, conceived 
another idea, that there is another method of giving a man a tech- 
nical education, the method of the Correspondence School. This 
School was not intended to be, and is not in any sense a rival of 
the technical college. It was not for that very small fraction of 



123 



the population who first had the opportunity and the ability to 
graduate from a high school or an academy, and afterwards had 
the opportunity and the desire to spend four years more in getting 
the higher education; it was for that vastly larger fraction, the 
men of maturer age who were at work and who desired to get 
a technical education while still at work. Some of the amazing 
results of the Correspondence Schools we have heard and seen 
today. In fifteen years they have had more students and turned 
out more graduates than all the technical colleges put together 
have in thirty years, and now they have an annual enrolment 
about equal to that of all the universities, colleges, and higher 
grade technical schools in the country. 

But the results of technical education, whether of the college 
or the correspondence school, are not to be measured merely in 
statistics, nor in dollars and cents. He who makes two blades of 
grass grow where one grew before is a benefactor, not only of him- 
self, but of humanity. He who improves his intellect, so that it 
gives him the capacity to produce two dollars where he produced 
one dollar before, cannot measure the whole result of the improve- 
ment in mere wages. His intellectual advancement is the intel- 
lectual advancement of the community and of posterity, and that 
cannot be measured in dollars. Not only does technical education 
contribute to industrial progress, to the increase of the wealth of 
mankind, and to intellectual advancement; it must also contribute 
to good morals. The technical student is brought face to face 
with the laws of nature and of science, which are laws of truth. 
To be a good technical student a man must be honest with him- 
self. He must face difficulties and honestly overcome them. He 
must have the virtues of soberness, patience, perseverance, and 
grit. He mustvbe an all-around good citizen. 

We have considered two great systems of education, the imme- 
diate financial results of both of which are the increased earning 
power of the individual and the increased wealth of the commu- 
nity, and the indirect results of which are the intellectual and 
moral uplift of the race. 

Wealth Through Trained Workers 

There is a third system of education of which little has yet 
been heard in this country. It is industrial or trade schools for 
the great mass of young men who intend to earn a living at the 
mechanical trades, and who cannot learn the trades in the shop 
on account of the decay of the apprentice system. We are far 



124 



behind Germany and France and Switzerland in these matters, 
but we have made a beginning, and the WilUamson Trade School 
near Philadelphia is a noted example. Statistics collected by 
Mr. James M. Dodge, president of the Link-Belt Engineering 
Company, have shown that the graduates of this school have an 
increased earning power after they reach the age of twenty-two 
years, as compared with men of the same age who have had only 
shop training. This is a most important economic fact. Increased 
earning power of the workman means increased wealth of the 
world. The trades school, with the correspondence school and 
the technical college, is also making two blades of grass grow where 
one grew before, and is therefore a benefactor of humanity. 

In a notable address delivered in 1890, the late Abram I. 
Hewitt characterized the invention of Bessemer steel as an epoch- 
making event which alone ranked with three other events, the 
invention of printing, the discovery of America, and the invention 
of the steam engine, which has changed the face of society since 
the Middle Ages. To these we must add a fifth, the rapid develop- 
ment within the past thirty years of useful education in the three 
systems of the technical college, the correspondence school, and 
the trade school. May these three systems continue to grow side 
by side with only friendly rivalry, and to do still better work in 
the material, intellectual, and moral advancement of mankind. 
(Applause.) 




125 




ELBERT HUBBARD 



THE STUDY HABIT 

ELBERT HUBBARD 

Editor of The Philistine, Author, Lecturer, East Aurora, N. Y. 

Mr. Toastmaster, Mr. President, Gentlemen of the Inter- 
national Correspondence Schools, and Invited Guests: 
It is a great pleasure to meet you here tonight. I say this for 
two reasons: one, because you expect me to say it; because you 
will feel badly if I don't say it; and the second reason is because 
it is true. (Laughter.) 

Now, I want to make you a startling proposition — one of my 
original things. Get it down. "He who makes (laughter) two 
bats grow where there were no bats before" — boys, let's cut 
the introductory. 

The other day in Chicago, I called on a professor of physics; 
and when you call on a professor of physics, you must talk about 
electricity. If you don't know what to say, I will tell you what 
you will say. It is this: "Oh, electricity! a great mystery! 
Nobody knows anything about it! It is manifestation!" That 
is what you will say — unless he says it first. 

You are perfectly safe in saying this. You will never shock 
anybody, ladies present, or young men present; it is all right. 
"Electricity is a great mystery; nobody knows what it is." I 
was just going to say it when he said it. "Good by," I said. 

An Educated Motorman 

I walked down the steps and caught a trolley car. Over the 
the head of the motorman I saw a sign, "Don't talk to the motor- 
man." This suggested an interview. (Laughter.) And so I said, 
"Pardner, what is electricity?" "The juice," he said. He knew. 
(Laughter.) 

I asked, "Where do they get it?" "Oh!" he said, "it's every- 
where. It allus wuz. Edison didn't invent it." "Well," 
I said, "Where do you get it?" "Oh!" he says, "It's every- 
where. It's God's greatest gift to man." I said, "I thought 



127 



woman was God's greatest gift to man." "Same thing," he says. 
(Laughter.) "Electrical manifestation. Very dangerous if you 
don't know how to handle it." (Laughter.) 

"Why," he says; "Look here." He gave the wheel a turn; 
the car shot forward. "What?" I said, "does electricity make 
this car go?" He said "Yes." I asked him "How?" He ex- 
plained it to me. He says, "I have taken the Electrical Course 
in the International Correspondence Schools. I know." (Laugh- 
ter.) 

He says, "I am getting ready for a better job." He carried 
us ten miles in perfect safety. We stopped a dozen times — 
stopped within six inches of where we wanted to stop. I got 
off the car. "Good by," I said, as I jumped off. "Good by, 
pard," he said. He didn't even look up at me. He didn't know 
■I was the great hterary light. (Laughter.) He didn't care. He 
was just intent on doing his work. I looked back at him, and 
I said, "There goes an educated man. He is 'on' to his job." 
And the educated man, boys, is the man who is "on" to his job, 
and who is getting ready for a better job. 

What Real Education Is 

What do I care whether he has had any college course or not ? I 
don't care whether he has been to Syracuse. I don't care whether 
he has " Litt. D." behind his name, as this gentleman first on the 
program, or "Big D." No. If he is "on" to his job, if he earns 
a Hving, if he adds to the wealth and to the happiness of the world, 
and if he is getting ready for a better job, he is an educated 
man. 

There is no science of education. If there were a science of 
education, you could take so much boy and so much curriculum, 
and mix them, and produce so much truth and so much economy; 
but when you send your boy to Phillips Exeter, for two years, 
and Harvard for four — and when he comes back, and you have 
to support him the rest of his hfe, you cannot say that there is 
any science of education. 

The science of education is a Httle Uke the law of heredity. 
The law of heredity is that law of our nature that provides that 
a man shall resemble his grandmother, or not, as the case may be. 
(Laughter.) 

You know, and I know, that some of the best educated men in 
the world today are men who never had college advantages ; and you 
know, and I know, that the men who have struck "thirteen" in 



128 



every department of human endeavor were not college men. What 
college taught Lincoln the art of statesmanship ? What college 
of art taught Rembrandt how to mix his wonderful colors — the 
greatest portrait painter the world has ever seen — dead and 
turned to dust two hundred and fifty years ago, and we cannot 
even imitate him today. What college of oratory taught Ingersoll 
how to make a speech ? What college taught John Mitchell how 
to marshal forth and influence four hundred thousand men — half 
a million men, and cause them to march on and on to human 
betterment — to own themselves? (Applause.) What college 
taught our dear friend here, how to set a million men learning 
the Study Habit? Why, these men were self-taught; and every 
man at the last, who has an education, is self-taught, 

The Hope of the World 

College cannot give you an education. You can send your 
boy to college, but you cannot make him think. There is a dif- 
ference between going to college and being sent to college. And 
the hope of the world lies in this: that the educated men of the world 
know the futility and the foolishness and the fallacy of so much 
that has passed for education in the days gone by. 

There is only one thing you can be dead sure of, when you 
send your boy to Harvard or Yale or Princeton or Dartmouth — 
only one thing you can bet on — and that is, that he will learn to 
smoke cigarettes. That is one of the habits he will acquire there — 
but whether he acquires the Study Habit or not, is the problem 
you have got to leave to the infallible dice. 

Oh, yes! I know; this is all "sour grapes," isn't it? It is not, 
boys. I have a few college degrees of my own, and I usually carry 
them with me, like my friend here who has an alphabet behind 
his name on the program. Yes, sir; he acknowledges it himself. 
(Laughter.) He makes no endeavor to conceal the fact that he 
is an educated man. He is not ashamed of it. No, sir; look on 
the program. (Laughter.) 

I did call on an educated man the other day, out in St. Paul — 
Mr. James J. Hill. Mr. James J. Hill, when he was forty-six years 
of age, was station agent in St. Paul. He was earning eighty-five 
dollars a month. Now, I know he was a candidate for Oslerism, 
and I put this proposition to you for the encouragement of the 
gentlemen who are present here tonight, who are also candidates 
for Oslerism. When Hill was forty-six years old he went through 
bankruptcy. 



129 



Opportunity's Anvil Chorus 

Do you know the greatest poem ever written by an American — 
"Opportunity," written by John J. Ingalls, of Kansas? They 
produce everything in Kansas. But poetry is one thing, and truth 
another. The burden of that song is this: that opportunity 
knocks once at each man's door. That is poetry. 

I don't wonder my friend wanted to prove an ahbi. Truth 
is another thing. The real fact is, you cannot get away from 
opportunity in America. When he knocks at your door, you had 
better get up and let him in, or your panels will suffer. Oppor- 
tunity waits for you right behind the corner with a stuffed club. 
You cannot get away from opportunity. The only way is to 
lie right down and die. Where would the International Corre- 
spondence Schools be tonight, I wonder, if we had put that Oslerism 
idea into effect sixteen years ago? (Laughter.) Our President 
was just getting going. Sixty-odd years young. Getting old 
is a bad habit, and you want to acquire good habits, boys, and if 
you have the Study Habit you are in the line of fame. Don't 
shed any tears about this thing of college education. If you 
get an education in college, so much the better; that is all that 
college will give you. Lots of persons go through and it doesn't 
take at all. 

I called on James J. Hill. There are three men who own 
five-eighths of the railway mileage of America. This does not 
prove they are good and virtuous characters — it proves they have 
money. This man is an educated man. The first thing he said 
to me was this: " I have been wanting to see you for some time," 
and I was just like this — all goose flesh, you know, because I had 
a very delicate errand with him. I wanted a pass to Seattle; 
and waiting in the entry way of his office was another man, and 
he had a regular alphabet behind his name, too, with titles around 
and across. He wanted passes to Seattle. 

A Man With the Study Habit 

And the great man said to me, "I have been wanting to see 
you for some time. Why on earth do you say that Rembrandt 
was a greater painter than Rubens? I have read your book. 
Not one of those paintings you mention is authentic." He knew 
the Dutch school through and through. I had written a book 
on it — ^which does not prove that I know anything about it, because 
we always talk most about things we know least of. (Laughter.) 



130 



So he explained it to me. He knows the Dutch school by 
heart. He has the best collection of art owned by a private 
individual in America. I went with him in his private car for one 
day, and in a little shelf over his desk he has a collection of authors 
— Ruskin, Wilham Morris, Longfellow, Emerson. He has the 
Study Habit. He is finding out things; and while we were in the 
car, a man came in — one of the smart newspaper fellows, you 
know, and he thought he would puzzle the old man a little. He 
said, "Mr. Hill, do you hke the Black Essex?" He thought 
Mr. Hill would not know what the Black Essex is. So he asked, 
"Do you Hke the Black Essex?" "Yes," replied Mr. Hill; "I 
raise them." 

"What do you feed them?" 

" I feed them ground oats and meal." 

" Wet or dry?" 

"Dry." 

"Well," said the fellow; "Mr. Hill, do you not know it takes 
a pig three times as long to eat dry feed as wet?" 

" I know that, young man; but what do you figure a pig's time 
is worth ? " (Laughter.) 

The Black Essex is a party without the Study Habit. No 
difference whether he eats dry feed or wet. 

I know, you wonder whether I got the pass. 

But Mr. James J. Hill is a graduate of the university of art. 
He went through bankruptcy at forty-six. But so wonderful is 
this web of life, that we grow by antithesis. Worse than this, 
he was born in Canada. (Laughter.) But he overcame the 
handicap, and today we call him the strongest railroad man in 
America — this man that hailed from Canada. 

Canada's Strongest Man 

But just to even things up, the strongest and best man that 
Canada has was born in Illinois. He had the feHcity to be born 
within fifty miles of where I was born. (Laughter.) A very 
wonderful soil. Sir William Van Horn — country boy, yes. He 
warmed his feet on October mornings where the cows lay down, and 
the fellow that has not done that has got to go back and get the 
experience — in another incarnation. He learned to be a telegraph 
operator; improved his time, made sketches and designs, and 
became a very proficient artist. Yes, a fellow whose canvasses 
had a market. He became assistant train-despatcher — train- 
despatcher, general freight agent, traffic manager — Canada wanted 
Sir William Van Horn. 



131 



I saw him two years ago. What do you think he was doing? 
He was making designs for a book his daughter had written, and 
he just for the fun of the thing was using his brush making water 
colors; a man with a universal, all-around education — a man who 
is not preparing to die, put who is preparing to Hve — an educated 
man with the Study Habit. 

I got the pass, boys. I went up to Butte. They told me of 
a wonderful girl. They said she was a genius. I have never 
seen a genius, and I have looked into the mirror a few times. 
(Laughter.) They said, "You should go and see this wonderful 
girl." And I went. I rang the bell, and her mother came to the 
door. "Mary isn't here; she has gone to Boston to complete 
her education." I wonder if she really thought she could complete 
her education in Boston. If so, it is the only place in the round 
world where you can. 

Getting Ready for Tomorrow 

There was a man who used to talk about education, who knew 
about as much about it as I. He is dead now. I refer to the 
late Socrates. (Laughter.) His pupils came to him one day and 
said, "Socrates, what kind of people shall we be in Elysium?" 
"You will be the same kind of people in Elysium as you are right 
here. Yesterday I got ready for today, and today I am getting 
ready for tomorrow. I am getting ready for the higher growth. 
I am going to school. If there is another world, I don't know 
a better preparation for it than to live right here now." 

He was "getting ready for a better job." He had the Study 
Habit. 

Now, over in England two or three years ago, I was invited 
to a banquet; and I was seated next to the Earl of Yarmouth. 
We were both getting a square meal for nothing. We were taking 
great joy in our work. (Laughter.) We discussed the race prob- 
lem ; we settled the coal strike ; and finally we got around to econom- 
ics, and the Earl said to me: " In America, you know, in America," 
he says, "you have no leisure classes." I said, "Yes, we have; 
we call them 'hoboes'." (Laughter.) And he smiled, and I smiled; 
but I knew what I was smiling at, and he didn't know what 
he was smiling at. He says, "Very droll, most amusing; most 
amusing." And he said, "What is a 'obo?" I said, "You're 
one." (Laughter.) Only I said it to myself. (Laughter.) 
I knew he would never appreciate it. The point was entirely 
too subtle for him. I never cast my jokes before swine. But it 



132 



just came to me that he was a hobo. There is no difference or 
choice between him and "Weary Wilhe of Pittsburg." Well 
dressed; that is all right; but if somebody didn't buy him clothes 
and send him remittances, in a little while he would be wearing 
clothes exactly like the clothes worn by men of the hobo class. 
It is just a mathematical proposition. He lives on the labor of 
others, on the labor of men who are dead. He is a hobo. 

Civilization s Problem is the Study Habit 

Yes! And the problem of civilization today is to eliminate 
the parasite. We live in the richest country the world has ever 
seen. There is wealth enough for everybody. Yes, and there 
is work for everybody, and there is not too much work for any- 
body; if everybody would work a little, nobody would be over- 
worked. No. The reason of some people having to work from 
daylight until dark, and their work is never done, is because 
some other people never work at all. 

We used to educate men who didn't work, and when you 
talked about an educated man, you meant a man that didn't 
work. And when you talked about a working man, you meant 
a man who had no education. But this will never be a civilized 
country until every man works, and until every man has an educa- 
tion — until every man has the Study Habit. (Applause.) 




133 







NATHAN C. SCHAEFFER, D.D., LL.D. 



THE PUBLIC SCHOOLS 

NATHAN C. SCHAEFFER. D.D.. LL.D. 

Stale SuperinlendenI of Public Instruction, Harrisburg, Pa. 

Mr. Toastmaster and Gentlemen: 

One year ago, when I happened to be in San Francisco, about 
the first question that was put to me was, " What do you know 
about the International Correspondence Schools at Scranton?" 
I shall not tell you in how many states that question has been put 
to me, for fear that you might find out how much of a "globe 
trotter" I am. Sometimes that question is embarrassing, espe- 
cially when I visit a city that has a correspondence school of its 
own. They always claim that their school is the "model" corre- 
spondence school. 

Last week President Foster and I learned the application of 
a story that I propose to use hereafter. A gentleman in the South 
was introduced as a model toastmaster. He arose and said that 
he accepted the compliment because it reminded him of a certam 
lady in his own city who was visited by a committee of the Women's 
Club, and this committee informed this lady that she had the 
model husband of the city. The lady was very much surprised, 
but when the committee had gone she turned to the dictionary 
and found this definition: "Model, a small imitation of the real 
thing." (Laughter.) Now, these correspondence schools in other 
cities are "models," but Scranton has the real thing. (Applause.) 

Scranton to the Rescue 

This is not the first time that Scranton has come to the rescue 
of the public-school men. When I had forty mandamus suits at 
court pending against me, it was a Scranton lawyer who won every 
one of them for me; and if I had my way tonight, that Scranton 
lawyer, instead of having a lower limb in plaster of Paris, would 
have his feet under million-dollar mahogany in the state capitol. 
(Applause.) I cannot refrain from wishing for the speedy recovery 
of your honored fellow citizen in Scranton, Deputy Attorney- 
General Fleitz. 



135 



Another Scranton man, some years ago, came to the rescue of 
the common-school system. The two greatest problems in school 
administration are: first, to get all the children to school; and 
second, to get good teachers into all the schools. Now, it was a 
Scranton member of the lower house who passed the first law 
making the attendance at school compulsory; and it was the same 
member from Scranton who gave us our free textbook law, which 
makes it easy for the laborer's son to go to school, and through 
the high school. And I want to say that Scranton has need for 
its Watres. And when the day shall come that you Scranton 
people will make your famous Watres Governor of Pennsylvania, 
and when you will send John Farr back to the Senate, then you 
will have another new epoch in the history of public-school 
education in Pennsylvania. 

I. CS. — "I See Dollars" 

And I want to say right here, that the establishment of the 
International Correspondence Schools marked an epoch in the 
educational development of Pennsylvania. When the average 
Pennsylvania boy sees those letters, I. C. S., he puts two strokes 
through the letter S, and then it reads, " I see dollars." (Applause.) 
There is a time in the life of the average boy when he holds the 
almighty dollar so close to his eyes that he can see nothing else 
in God's universe, and it is then that he wishes to quit school, 
and often does quit school. Sometimes it is dire necessity 
that makes the boy quit school. And it is then, after he has 
tried the hard knocks of the world, that he begins to see that 
these letters "I. C. S. " stand for "International Correspondence 
Schools," and that he can make more dollars by taking Courses 
in that School. 

In other words, the multitude of boys and of girls who are 
obliged to quit the public school too early can supplement their 
education by what these Schools offer to them. 

Prepares for Higher Lives 

Now, I should not be satisfied if the public schools should do 
no more than hold the dollar before the eye of the boy or the 
girl. Dollars alone never can make life worth living. If you are 
rich, you may buy a fine house, but you cannot buy a happy 
home. That must be made by you and by her who occupies it 
with you. If you are rich, you may buy a splendid copy of Shake- 
speare; but the ability to enjoy a play of Shakespeare — that i;5 



136 



the result of schooling, of study, of education, and when the 
International Correspondence Schools of Scranton develop in a boy 
the power to study, they make him fit to enjoy the things of the 
higher life in the direction of thought; for after all, our pubhc 
schools are a failure if they don't, as the result of their teaching, 
make the boy able to think the best thoughts of the best men, 
as these are enshrined in literature — make the boys and the girls 
able to think the thoughts which God has put into the starry 
heavens above and into all nature around us. 

Now, in one respect, these Correspondence Schools differ from 
our high schools and our colleges. They have no football, and no 
baseball, and no highball, and no evening ball. (Laughter.) They 
seem to mean business, study, work, in the direction of the acqui- 
sition of knowledge, and the development of technical power. 
Now, in one respect my friend Mr. Foster and I differ very radi- 
cally. Perhaps I can best tell you the difference by giving you 
an experience of mine — there is a friend of mine in this audience 
who vowed that he would give me no peace this side of purgatory, 
if I didn't tell that experience tonight. One day, one of my little 
girls came home from school, and she said, "Papa, who is richer; 
a man with seven children, or a man with a hundred thousand 
dollars?" Well, we have reached the sacred number of seven in 
my house; I have a sort of a Rooseveltian family. "Of course," 
I said, "the man with seven children." "Why?" asked the 
youngster, and then the daddy was stuck. In my despair, I at 
last turned to the child and said — an eleven-year-old-girl — "Well, 
why do you think that a man with seven children is richer than 
a man with a hundred thousand dollars?" And quick as a flash 
she replied, "A man with a hundred thousand dollars wants more, 
and a man with seven children has enough." (Laughter.) 

Now, my friend President Foster claims to have nine hundred 
thousand students, and he has not enough. He wants more. 

Education in Pennsylvania 

When I was at Richmond some years ago, I boasted that in 
Pennsylvania we have a university that counts its buildings by 
tens, its professors by hundreds, its students by thousands, its 
endowment by milhons — and I added that we have thirty thousand 
teachers, and over a million pupils in the schools. When I made 
that statement a Massachusetts Yankee turned to one of my 
friends and said, "Does he mean it, or is the Dutchman lying?" 
(Laughter.) 



137 



The average Massachusetts Yankee can form no conception of 
the grandeur of the population of the great state of Pennsylvania. 
We have today over eleven hundred thousand children in the 
public schools, and we have almost one hundred and fifty thousand 
more in our parochial schools. I am afraid, however, that if 
these Correspondence Schools keep on awhile longer, they will 
have more students than we have. But as long as this Institution 
helps the boys and the girls to continue their education from the 
point where our work for them ended, we shall wish it all progress 
and prosperity. 

My ten minutes are almost up ; and I know of no better way of 
closing this speech, than by applying a motto that became familiar 
to my ears in my university days — applying that motto to your 
Correspondence Schools here at Scranton. In my university days, 
I used to hear three Latin words: " Vivat, crescat, floreat." And 
I say of the Correspondence Schools at Scranton, may they live, 
and grow, and flourish." (Applause.) 




138 




JOHN MITCHELL 



EDUCATION : THE WAGE EARNER'S 
OPPORTUNITY 

JOHN MITCHELL 

President United Mine iVorkers of America, Indianapolis, Ind. 
Mr. TOASTMASTER AND GENTLEMEN : 

I esteem it a very great privilege to have this opportunity 
of paying my humble tribute to the distinguished gentleman 
who founded these great Schools, and to his associates who have 
developed them to their present magnificent proportions. I 
have carefully watched the growth of these Schools, and I am 
familiar with their splendid accomplishments. Possibly there 
is no class of workmen who have profited more, or who have 
needed their advantages more, than the people whom I have 
the honor to serve. I have known hundreds and hundreds of 
men denied the opportunity of early education, who have grown 
to manhood, illiterate and ignorant, ashamed to confess their 
illiteracy, ashamed to reveal their ignorance by attending the 
night schools; these men by scholarships in the International 
Correspondence Schools have secured a good general and technical 
education, and now hold positions of profit and responsibility. 

Problem of Labor is Education 

Another thing inseparable from the great problem of labor 
is the education of the workingman. That we have a labor problem 
in our country cannot be denied. That this problem must be 
solved by the workingmen themselves is undoubtedly true. That 
it cannot be solved by the ignorant or illiterate, I believe all men 
will agree. This problem of capital and labor, this relationship 
of the employer to the employe, must be solved by the enlightened, 
educated intelligence of the workingman. I am one of those who 
believe that education makes men intelligent and sanely discon- 
tented; and I hope the time may never come, when the working 
people of our country, or indeed of the world, will become blindly 
discontented, or will become sullenly contented. I believe that 
the welfare of the wage-earning class, I believe that the perpetuity 



140 



of free government, I believe that the progress of the human 
race, depend upon the intelHgent discontent of ah the people. 
I do not mean the discontent that makes men and women do 
things that are wrong, nor want things they should not have; 
I mean that discontent that makes men and women strive and 
seek for more of the good things of this world — makes men and 
women seek for higher life, for more happiness, for better homes, 
for better manhood and womanhood, and for better civilization. 

That is the discontent inculcated by education ; and I am firm 
in my own opinion, that the problem of labor will not be solved, 
until all the people of our country shall enjoy the advantages of 
reasonable education. 

There is one phase of this labor problem that is causing the 
wage earners much concern. In our country we have free schools 
that the children may attend. We have night schools where the 
grown boys may secure education; but each year there come to 
our shores hundreds of thousands of men from other climes, who 
know not our language, who in most cases are totally illiterate, 
and we must at some time or other, make suitable appropriation 
and provision for educating them. I believe, although this is 
somewhat foreign to the subject of this gathering, I believe that 
our government should require certain educational qualifications 
as a condition of admission to our countrv. (Applause.) 

In fixing these standards I would not bar any man because 
of the country from which he came, nor would I require that he 
be educated in the language we speak; but I would require that 
every man landing on our shores, should be able to read and 
write the language of the country from which he came. If he 
were reasonably educated in the language and in the countrv 
from which he came, it would not be long before he would learn 
our language and measure up to our standards. (Applause.) 

Gentlemen, it is difficult to consider the International Corre- 
spondence Schools as a purely commercial enterprise. To me 
it has seemed rather to be a great philanthropic institution. Men 
from one end of our country to the other are enjoying the advan- 
tages of education. The opportunities offered to them now differ 
so much from the opportunities afforded us when we were boys. 
I have often thought that if I could have had the opportunity 
of a Course in the Correspondence Schools when I was a boy, it 
would have saved me many and many a sleepless night. 

I hope that these Schools will continue their splendid work, 
that their students will increase in numbers, so that every one who 
desires to, may be given the advantage of education. (Applause.) 



141 




HON. H. M. EDWARDS 



THE I. C. S. AT HOME 

HON. H. M. EDWARDS 

President fudge of Lacka-aanna Courtly Courts, Scranlon, Pa. 

Mr. Toastmaster and Gentlemen: 

I want to greet you at this early hour in the morning, with 
my very best wishes, because this great Institution, the Interna- 
tional Correspondence Schools, is a Scranton institution. It is 
my distinguished privilege to say a few words — and they will be 
but very few, on account of the lateness of the hour — as to this 
great Institution. 

I have been looking up some of the facts connected with the 
I. C. S., and I have been bewildered by statistics. I don't know 
how much money these Schools pay to the post office every month 
or every year. Is it a hundred thousand dollars, or is it a million 
dollars in a year ? How many students have they ? Is it a hundred 
thousand, or is it a million? Whatever Mr. Foster says it is, 
whether he says it here on this platform, or whether he says it 
in circulars and in books, I am ready to believe anything that can 
be said about the International Correspondence Schools of Scranton. 
I have great faith in them. And no statement can be made by 
the founder of this Institution and by his coworkers, that I will 
not believe. You can call it faith, you can call it credulity, you 
can call it loving favoritism — call it whatever you like — but what- 
ever you call it, I am guilty; and there is no statement that can 
be made that I will not say "Amen" to. 

I am like the preacher whose boys found out what chapter he 
was going to read the next morning, and they glued two leaves 
together. And the preacher the next morning — Sunday morning 
— began reading thus: " When Noah was one hundred and twenty 
years old, he took unto himself a wife, who was" and then he 
turned the leaves that had been glued together: "one hundred 
and forty cubits long, forty cubits wide, built of gopher wood, 
and covered with pitch, inside and out." (Laughter.) The 
preacher looked and tried to verify it; looked again, and then said, 
"Why, I never knew that was in the Bible, but it's here, and 
I take it as an evidence of the assertion that we are fearfully and 
wonderfully made." (Laughter.) 



143 



And so it is with me, gentlemen: I have got as much faith and 
as much creduhty and as much enthusiasm in this Institution as 
that preacher had in the Good Book. I have very Httle use for 
the man who has not brought to his home city, to his own town, 
to his own state, to his own country, to his own fellow men, of the 
good things that touch the edges, the rims of life. 

Why, I know a man that was proud even of being a member 
of the House of Representatives at Harrisburg. It was his first 
term. (Laughter.) The House was everything; the Senate was 
of no account. His wife woke him up one night, and said, "John, 
John, there are burglars in the house." "Oh, no, no, Mary; there 
may be burglars in the Senate, but there are none in the House." 

And so we are proud of this home Institution of ours. We are 
proud of its founder. We are proud of his coworkers; and we 
are proud of his army in the field, many of whom we see before 
us here tonight. Why, the story of the growth of the I. C. S. is 
like a tale from the Arabian Nights. And if I had time tonight 
as I had intended, providing that the speaking had not been so 
long, or we were not detained so late — I would have said something 
in that direction. There is, however, one sentiment that I want 
to impress strongly tonight upon the gentlemen on this platform, 
gentlemen of learning and position from other cities and from 
other states. When they go back to their homes they will remem- 
ber many things about the city of Scranton, about its streets and 
buildings, about its mines and industries, about its water system 
and its electric system, about its churches and its public schools. 

Opened the Door of Opportunity 

They will remember probably some of these things ; but if they 
forget all else, I want them to remember one thing, and that is, 
that the I. C. S. has opened the door of opportunity for the sons 
and daughters of miners and mechanics and other wage earners, 
to make of themselves respected, self-respecting men and women; 
and it is for that reason mainly that we glory in the International 
Correspondence Schools of Scranton. (Applause.) 

These young people are growing up with this Institution, are 
becoming a part of it, and are enjoying the delectable line of 
knowledge and intellectual pleasure. Therefore all honor to the 
founder of this Institution and to his coworkers. "May he live 
long, and prosper," as Joe Jefferson used to say. One thing at 
least is certain — that he and his coworkers are building a monument 
that will endure long after the walls of the present I. C. S. buildings 
will have crumbled into dust. (Applause.) 



144 




^0^ 



COLONEL CHARLES W. EARNED, U. S. A. 



CONSTRUCTIVE EDUCATION 

COL. CHARLES W. LARNED, U. S. A. 

Professor of Technical and Military Graphics and Applied Geometr\), 
United States Military A cademy, IVest Point, N. Y. 

Mr. President and Gentlemen: 

As your eloquent editor who addressed you this morning 
remarked, I have been asked to "butt in" among my betters. 
It seems to me something of an impertinence that I should address 
you after you have listened to so many distinguished speakers. 

I have learned so much this evening from the genial "Goliath 
of the Philistine'"' who has preceded me, that I am very glad, as a 
military man, to be a "Philistine" myself; and I sincerely trust 
there is no academic David present here to hit me in the eye with 
a pebble of exact thought. 

I have also learned so much wisdom from the noble advocate 
of wage earners who has preceded me, that I am very glad I am a 
wage earner myself, although in soldier clothes. And I am very 
grateful to you this evening, that you have not ordered me out, 
although I took the precaution to appear in civilian garments 
before you. It is usual for the American public to request gentle- 
men in soldier clothes to disappear on public occasions. 

Constructing Opportunity for the Masses 

As a mere military pedagogue from the school of war at West 
Point and the Hills of the Hudson, I feel somewhat out of place in 
addressing a community whose interests are so much allied to the 
arts of peace as are yours. A military school is always on the 
defensive in a civil community. A military school is occupied with 
the arts of destruction instead of construction. The school at 
whose feet I am sitting this evening, is preeminently concerned in 
the arts of construction. You are concerned in the arts of con- 
struction, because you are constructing the intelligence upon the 
brawn and sinews of our land, because you are constructing oppor- 
tunity for the wage earners of this country. 

The military academy at West Point is concerned, as I have 
said, with destruction — but not altogether. The two twin military 
schools of this country, Annapolis and West Point, are in one respect 



146 



constructive. They are constructive in regard to the forma- 
tion of character. As great character institutions, I think that 
perhaps they have no superior in all the world. The character 
which these schools endeavor to construct is the character whose 
elements are first of all, patriotism; second, integrity; third, truth- 
telling; fourth, discipline; fifth, simplicity of life; next, perhaps, 
unselfishness; and last of all, the merits of poverty. It is the 
privilege of the American soldier and sailor to remain poor in the 
community where opportunity for wealth lies profusely about us 
on all sides. 

Perhaps the construction in which we are engaged, will be an 
apology for our existence, which the countrv sometime may be 
willing to accept at its face value. I think these elements of con- 
struction are of value to any community, civil or military, and 
that perhaps in an age in which the arts of gain are predominant, 
these elements of simplicity of character and integrity of life — • 
which are all a soldier has to hope for — may prove of as much value 
to our great community as the arts of gain. 

My Commanding Officer, the Superintendent of the Military 
Academy, who is present with us tonight, and who ought to occupy 
my place in addressing you, has faced the Apaches in Arizona; 
he has faced the Spaniards at Santiago; he has faced the Moros in 
the Philippines; but it has been reserved for him to be appalled by 
a community of pedagogues and students in Scranton. 

As I well knew the diffidence and timidity of his character 
before I came, I knew that I should be left to face alone the fero- 
cious hospitality of the International Correspondence Schools, so 
that in mere self-defence, before I came, I armed myself with a 
few "impromptu" remarks, which I put in my pocket, as on 
previous occasions I have found necessary in order to defend my 
life under similar conditions. There is only a little of these remarks, 
so I will assuage your anxiety, and if you will permit me to draw 
my gun, I will read to you. (Applause.) They are, as you will 
observe, wholly "impromptu." (Laughter.) 

Progressive Vitality of the I. C. S. 

Both as an educator and as a man I am profoundly interested 
in the work of this great School. As an educator I see in its proc- 
esses very much that is admirable as well as unique, and in the 
accumulated experience of its dealings with a vast variety of 
intelligences seeking knowledge under adverse conditions of 
development and opportunity, it has many lessons to teach insti- 
tutional education. The most inspiring feature of its methods 



147 



seems to me to reside in its vigorous and progressive vitality. 
They are not only theoretically practical, but are intimately and 
directly associated throughout the whole range of industrial 
activity with living interests which react upon them and keep them 
sympathetically adjusted to human needs and accomplishment. 
In this the Correspondence Schools possess an immense advan- 
tage over academic institutions, and on account of it their methods 
have a flexibility, a power of securing a high degree of intelligent 
achievement by a large percentage of their students, and a quality 
of up-to-dateness that in technical instruction is of the highest 
importance. I understand that this Institution is frankly one 
for imparting knowledge and not at all to the same degree a school 
for the training of intellect and the development of mental powers, 
which function the wholly elective nature of your system renders 
subordinate. Its effects in mental training are incidental only 
and not primary. Your clientele wants knowledge for use and 
not for gymnastics, and your function in providing it is in the 
highest degree important and beneficial, and the mental training 
incident thereto gives also much exercise to the intellectual powers 
of thousands who cannot enter the educational gymnasia for pure 
mind-development. 

Splendid Material in Student Body 

In another regard your system has a great advantage. I refer 
to the attitude of the student body toward their work. You deal 
with those who seek because they desire, and you thus eliminate 
the element of reluctance, apathy, and evasion which constitute 
the curse of education. Something of this may be offset by the 
loss of the stimulus of competition and association; but after all, 
these latter are only makeshifts to secure as much as possible of 
the very quality of interest which you possess as a natural attribute 
of your students ; and the desire to know for the sake of knowledge 
is always an immensely higher motive than the desire to surpass 
others. As a feature of your methods, I also highly indorse the 
process of development of your textbooks. 

In all the applied science, textual instruction is ever in a state 
of flux and transition. The temptation to write dogmatic text- 
books and gospels of science is one to which the professional mind 
is prone to succumb. No sooner is the pedagogic brain delivered 
of its child than its offspring begins to degenerate. Both the 
author and the publisher are interested in preserving and defending 
the integrity of the text; the one from pride, and the other from 
profit, so that obsolete processes and deductions are often retained 



148 



in instruction to the detriment of the student long after they should 
have given place to advanced thoug-ht. 

One is almost tempted to accept the paradox that textual 
instruction should be without textbooks. But your method of 
pamphlet issue by which your textbooks are built up of relatively 
small integral parts, any one of which may be wholly withdrawn, 
or recast, from time to time, and kept abreast with the latest 
discovery, makes your books living and growing organisms. 

Great Industrial College 

But after all it is as a man that I am most interested in your 
work — your function as a great industrial and trade college. It is 
your relation to the vast body of hand and industrial workers that 
appeals to me. It is the fact that your students are nearly all of 
the great army of wealth creators, the wage earners — the pro- 
ducers of a luxury enjoyed by others, and the promoters of an 
immense industrial development whose fruit is not theirs. The 
crying need cf trade schools is one of the greatest of our require- 
ments in view of the decay and virtual extinction of the apprentice 
svstem. Correlatively exists the demand for an industrial and 
technical college system which is in reach of the proletariat and the 
active wage earner everywhere. This latter function I conceive 
you fill with admirable results. 

It lends a splendid dignity to any institution of learning that 
it is feeding the minds of the earners of the land, and that its under- 
graduates and alumni are of a type that dedicate their hours of 
hard-earned rest and pleasure to the acquisition of knowledge. 
The contrast between the grim earnestness of such a student body 
and the frivolous idling of collegiate youth is a contemplation 
pregnant with serious thought. You are educating many of those 
who are to control the social destinies of the twentieth century. 
The issues behind which are standing the immense masses, so many 
of whom are seeking your aid, are not to be ignored, belittled, or 
evaded. As stire as the rising of the sun, as logical as a mathe- 
matical demonstration, is the progress of social regeneration 
which is the issue of the century before us; and on the intelligence, 
the forbearance, the self-restraint of the industrial classes depend 
the nature and degree of progress of the changes in society which 
our children and our children's children are to witness. 

To be essentially the academy of such men is to hold a position 
of preeminent importance in society, while to perform the duties 
of such a trust with fidelity and a high degree of successful achieve- 
ment is an honor second to none in the educational world. 



149 




RT. REV. ETHELBERT TALBOT, D. D., LL. D. 



EDUCATION AND MORAL REFORM 

RT. f^V. ETHELBERT TALBOT, D.D., LL.D. 

Bishop of Central Pennsylvania, South Bethlehem, Pa. 

Mr. Toastmaster and Gentlemen: 

The hour is very late, but it seems to me eminently fitting that 
as we have just heard very strong and manly and, I may say, 
Christian words from a man whose business it is to teach men how 
to fight, that we should hear at least one word from those whose 
business it is to teach men the gentle way of peace. 

The peculiar glory, it seems to me, of the Institution we are 
commemorating tonight, and whose marvelous success is the glory 
of the countrv — its peculiar glory is that it dignifies the art of the 
individual. 

The Honor of Labor 

If you will study history intelligently, you will find that the 
dignity of the individual man has been growing steadily for just 
about nineteen hundred and six years, and that it had its start 
in the advent on this earth of a man who was the most unique and 
indefatigable worker, the most honest laborer, the world has ever 
seen. Before the advent of the Great Lover of Mankind, work was 
reserved for slaves and criminals. He came into the world as a 
laborer. He said "My father has been working all along, and I 
work." He made labor honorable. He filled it full of moral 
beauty. He gave it virtues of an infinite character. And it seems 
to me, gentlemen, we ought to honor the founder of this Institution, 
if for no other reason, because he has opened the doors of both 
privilege and opportunity to thousands and thousands of men in 
our country who without his efforts would never know of these 
things. It seems to me it is his peculiar distinction and his peculiar 
honor, with which we can all sympathize. The fact is, labor has 
become the one great characteristic and honor of this century in 
which you and I are living. It has become, indeed, the mark of 
this great American Republic. 

The world has never seen such great industrial enterprises, or 
such magnificent schools, as we find here on this American continent. 



151 



And you also observe, we are living in an age of most distinct and 
critical and acute moral reformation. Have you ever thought 
that underneath all these attempts at municipal purity and political 
purity and the purification of the trusts and these great industrial 
reforms — have you noticed that underneath all is the great ethical 
principle? Did you notice what our friend from West Point said, 
that the Government is trying to give to the average military 
man — he laid great emphasis on the basic principles — moral and 
religious principles, without which in his conception, no real 
soldier is fit? And it seems to me we have every reason, there- 
fore, to congratulate ourselves, not only because of the great 
industrial progress of this age — I see nothing whatever to be afraid 
of in it — but also because of the enormous strife of the scientific 
problems of this age. 

Glorifies the Laborer's Life 

Some one has intimated tonight, and it is the absolute truth, 
that science bases everything upon truth. He might have said 
eternal truth. Science welcomes all truth, and if there is anything 
in this world of ours that ought to welcome truth on every side, 
from every possible avenue where it can pour out, it is religion. 
Religion that is afraid of truth and science and investigation — 
religion that does not recognize that all truth comes from God, 
the incarnation of truth, is not a religion to command the respect 
of American citizens. There are no high arches in this great 
design. There is such an Institution as this here, to which you 
and I are engaged tonight in doing honor. It seems to me the true 
fact that it does give the individual man, poor and handicapped 
as he may be by the conditions of life, the power not only to labor, 
but to make his labor count to the highest possible profit. 

And gentlemen, lawyers work for a living, when you come to 
this matter of labor; the man who works, who labors with his 
brains, may become just as indefatigable a worker and as real a 
benefactor to his race, and as high and noble a product of our 
American citizenship, as the man who works with his hands. All 
labor is divine. 

Therefore it is, I think, that we can all agree in paying tribute 
to our venerable friend who has called us here together tonight 
in order that we may witness and realize the great work that has 
been done, not by him alone, but by him in connection with his 
associates, in spreading the knowledge of science and of inde- 
pendence and the produce of the brain, not only through this 
Republic, but among the nations of the earth. 



152 



Monumental Work of the I. C. S. 

Over the north entrance to the great cathedral of St. Paul's, in 
London, is a tablet commemorating the work of Sir Christopher 
Wren, the great architect. The tablet bears the inscription, 
"Sz nwnumentum requiris, circumspice" — "If thou seekest his 
monument, look around thee." So, if you would see the monument 
of our venerable friend, just look around you. Not all men live to 
see the outcome of their prayers and their aspirations. I con- 
gratulate my friend that he is not only here, but is hale and hearty, 
with his faculties unabated, with his vision still clear and radiant; 
that he is here to enjoy the success of the Schools, which he so 
largely deserves. 

I happen to have the pleasure and honor of sitting by the side 
of his pastor here tonight. He has told me how earnestly he finds 
him cooperating with him in the religious efforts that are being 
made here, for the benefit of the city of Scranton; and I am sure 
that no such great blessing could have attended his work if it had 
not been along generous and loving purposes — of not only doing 
his work well, but for the highest benefit of his fellow man. 

This is my message — simply a word of loving and fraternal 
congratulation — that in God's providence he has been spared to 
see such enormous fruitage to the work he has so faithfully done. 
(Applause.) 




153 



"GOOD NIGHT" 

THOMAS J. FOSTER 

President of the International Textbook Company, Scranlon, Pa. 

Mr. Toastmaster and Gentlemen: 

It is now about half past one o'clock — high time we were all 
in bed. The only "nightcap" I can find my conscience will permit 
me to give you, will be to thank you sincerely for all you have 
said to us today. 

I cannot let you leave, however, without making a few remarks 
that I feel to be necessary in closing these exercises. It will 
take only a minute or two. 

In answering your generous call and in returning thanks for 
the many kind expressions of appreciation and approval of the 
work being done through our Schools, I wish to say to you, our 
guests, many of whom are engaged in kindred work, that we feel 
highly honored by your presence. 

Work Becoming Appreciated 

When these Anniversary Exercises were first proposed, it was 
not intended to invite any one to take part in them except our 
officers, employes, and students. But the suggestion was made 
that this would be an opportunity to explain our methods to edu- 
cators, to the members of the press, and to the public, who might 
be interested. It was decided, therefore, to invite as many repre- 
sentatives of these classes as could be entertained. The suggestion 
was a happy one, since from the letters of tnany gentlemen who 
cannot attend, and from the remarks of many of those present, 
I find that our work is much better understood and far more highly 
appreciated than I thought. The knowledge that our work is 
coming to be known and appreciated will encourage us to further 
effort and must result in good both to the Institution and to the 
people among whom we work. 

In giving your time to these exercises with the view of finding 
out what this new plan of teaching means, you have shown an 
interest worthy of praise, in the cause of education, and we hope 
that you will have seen something which you can take home and use 



154 



to help others. We wish also to express the hope that this may 
not be the last occasion when we shall meet. We want you to 
feel that the latch string of the I. C. S. is always hanging out 
either for you or for any of your friends whom you may send to 
examine our work. 

Credit Given to Coworkers 

I should fail in my duty if I did not take advantage of this, 
the first opportunity that offers, to say that in giving credit for 
efficiencv and for results to the 1. C. S. system of teaching, a large, 
if not the larger share belongs to my coworkers. The members 
of the Board of Directors are directors not only in name but in 
fact. An Executive Committee composed of four members of the 
Board, devotes four days each month to the business. They and 
their friends are the largest owners of the stock of the Company. 
Because of their faith in the enterprise, it has never been short of 
capital, and I have had the benefit of their counsel and support in 
every step in the development of the Institution. Nor has their 
purpose in investing their money and giving their time been for 
gain alone, for they as well as others engaged in the work share in 
the stimtilation due to witnessing the good being done. 

To the officers and members of the textbook, illustrating, and 
printing departments, of whose intelligent and faithful labor the 
textbooks, which are the basis of the I. C. S. system, are convincing 
evidence, credit is due; also to the principals and instructors whose 
patient, painstaking, and efficient work with the students, has 
made the reputation of the Schools. 

To the officers of the accounting and executive departments, 
and to their assistants, I am indebted for loyal, enthusiastic and 
skilful service. 

Great credit is due also to the thousands of students who are 
helping to secure new students by their testimony to the efficiency 
and merit of the educational service rendered. Some of these 
students, representing all sections of the United States and Canada, 
are present with us tonight. 

Creators of Character 

To the officers and members of the selling organizations, field, 
railway and mail, a large share of the credit must be awarded. 
No salesmen work more hours daily than I. C. S. Representatives. 
Because they sell to working people who are engaged in the day- 
time, most of their work must be done at night. Their work is 



155 



such that they must be absorbed in it to be successful. However, 
the men who make these sacrifices are successful; they find the 
business very attractive, and few of them give it up. They feel 
the stimulation, which is the reward of work, helpful to others, 
more strongly, perhaps, than those of us whose duties are confined 
to the home departments. In making brain workers of those whose 
training is limited to their hands, they are encouraged by seeing 
about them everywhere men who have gained a footing above the 
level of mediocrity, in which the great mass of working people 
are engulfed. These creators of character, whose daily business 
it is to induce men to forego idle pleasure and cultivate habits of 
self-denial and study, secure the thousands of students that go to 
make the work of the Schools great when compared with ordinary 
educational standards. They not only merit a large share of the 
credit of making the institution what it is, but they are also held 
in grateful remembrance by the thousands and thousands of men 
whom they have helped to advancement and promotion, and to 
better lives. 

In conclusion, I wish to say that, as in all other efforts for the 
improvement of the means of living, and the elevation of mankind, 
this work has just commenced. I am confident that within the 
next ten years we shall so improve our home-study textbooks and 
our system of assisting students by correspondence, and shall so 
increase the efficiency of the methods to secure their use by the 
public that the results now being accomplished will appear incon- 
siderable in comparison with those that we shall then be obtaining. 




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